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Sequence 9488 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ---. “Three Levels of Ascent.” Reprinted in readings for Educateaurs… |
Sequence 111105 O’Toole • Following the Child for Real thinking….well, it’s just….” His voice trails off. “Yes?” you urge him on. “It’s… |
Sequence 212206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 290284 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 serve a culturally and economi- cally diverse population with over 40… |
Sequence 3630 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 6963 Bettmann • Nurturing the Respectful Community through Practical Life nurturinG the reSPectful community throuGh Practical… |
Sequence 172166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 174168 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 48. Thomas Groome, Sharing Faith: A Comprehensive Ap- proach to… |
Sequence 61 Lawrence • The Revelation of the Universal Child The RevelaTion of The UniveRsal Child by Lynne Lawrence Lynne Lawrence… |
Sequence 6661 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 115110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 133128 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 http://montessori-pierson.com/ VD Ml 17 he 946 London Lectur Mu… |
Sequence 134129 Montessori • Man and SuperNature Reprinted from The 1946 London Lectures. Copyright 2012 by the Montessori-Pierson… |
Sequence 1913 Ewert-Krocker • Scaffolding for Discovery in the Third Plane ronment. We see the outcomes in maturity, responsibility,… |
Sequence 2317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 4135 Sawyer • Group Flow and Group Genius that goal. But Silver noticed something unusual about the adhesive—it formed itself… |
Sequence 4842 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 notice the lack of flow and leave to find new challenges elsewhere.… |
Sequence 5044 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 entious listener. These are the magical moments, the best moments in… |
Sequence 5448 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 5751 Sawyer • Group Flow and Group Genius Group flow fades after a few years. Page 376 of: Weick, K. E., & Roberts, K… |
Sequence 5852 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Sid Caesar and Your Show of Shows. Fischer, B., & Boynton, A. (… |
Sequence 6458 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What is progress of science? Truths and beliefs mixed with imagination.… |
Sequence 4337 Bettmann • Building Spoken Language in the First Plane Building spoken language in the first plane by Joen Bettmann… |
Sequence 5751 Foster • Wondering Aloud Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights… |
Sequence 8175 Montessori • 19th International Montessori Training Course, London discovered that we had been there 2 ½ or 3 ½ hours. And… |
Sequence 8377 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 8579 Montessori • 19th International Montessori Training Course, London pictures taken of the children in the scenes which they… |
Sequence 137131 Castiglione • Technology and the Prepared Environment Technology And The prepAred environMenT For The Third-plAne child… |
Sequence 138132 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 How are you adaptable? • How do you allow your classroom, your school… |
Sequence 4739 O’Shaughnessy • The Observation Artist Lehrer, Jonah. How We Decide. Boston: Houghton Mifflin Harcourt, 2009. McLaren,… |
Sequence 5143 O’Shaughnessy and Patell • Interview on the History of Observation inTerview wiTh hilla PaTell On The hisTOry Of The… |
Sequence 5446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 5547 O’Shaughnessy and Patell • Interview on the History of Observation at the right time, you will get the right result.” But… |
Sequence 10799 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 179171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 203195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 257249 Patell • Observation ObservaTiOn by Hilla Patell In order to achieve the goal of observation, preparation of the adult… |
Sequence 261253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 264256 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 cOMbining OngOing sysTeMaTic ObservaTiOns inTO daily wOrk There is a… |
Sequence 399391 Montessori • Some Suggestions and Remarks upon Observing Children lecTure 3 sOMe suggesTiOns and reMarks uPOn Observing… |
Sequence 407399 Montessori • Some More Suggestions and Remarks lecTure 11 sOMe MOre suggesTiOns and reMarks by Maria Montessori This… |
Sequence 420412 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Maria Montessori at the Gatehouse School, London, 1951 |
Sequence 104 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 rooted in our tradition will we be able to offer others our richness, be… |
Sequence 148 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 create a space for reflection. Through these conversations, one real-… |
Sequence 2317 Coulter • All Is Gift: Enjoying the Presence of God notES 1. Margaret O’Gara, “The Study of Theology,” in No Turn- ing… |
Sequence 5347 Haines • Strategies to Support Concentration mind. When a so-called sensitive period focused the child’s energies towards… |
Sequence 5650 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 machinery to lay down and select the links among brain cells that will… |
Sequence 6256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 6458 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 But let me return to the small child. The first period, the period from… |
Sequence 6559 Haines • Strategies to Support Concentration themselves. People who see this say that the character of these children has… |
Sequence 6660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 270264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 lasting way. Here you will learn how varied and complex the un- derlying… |
Sequence 291285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 440434 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 regardless of age group. We cur- rently serve children seven weeks… |
Sequence 7468 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A third program unique to the IB DP is the Theory of Knowl- edge class,… |
Sequence 121115 The NAMTA Journal • Classifieds and qualifications. Experienced or recent Montessori graduates of AMI, AMS or other… |
Sequence 132126 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 2017-2018 namta conference scHeDule Plan now to attend these events!… |
Sequence 31Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 64AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 74AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 77Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 81The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 86AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 88AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 90AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 94AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 100AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 106AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 108AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 112AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 116AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 118AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 120AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 124AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 125The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 126AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 127The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 133The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 137Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 138AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 139The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 142AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 150AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 155Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 156AMI Journal 2017 - 2018 page 155 Strategies to Support Concentration This talk was presented at the NAMTA conference titled… |
Sequence 157Strategies to Support Concentration page 156 Because the child actually teaches himself when he works with the materials,… |
Sequence 159Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 160AMI Journal 2017 - 2018 page 159 idealistic and wants very badly to fix the broken parts of our world, so they are drawn to… |
Sequence 161Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 169Professional Biography of Annette Haines page 168 Professional Biography of Annette Haines Education and Honours 2012… |
Sequence 170AMI Journal 2017 - 2018 page 169 Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a… |
Sequence 52 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 MoNTessori hisTory: seArChiNg For TruTh hisTory MAkes A JoyFul Noise by… |
Sequence 74 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Louise Chawla is professor emerita in the program in environmental design… |
Sequence 118 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Demarest, Amy B. Place-Based Curriculum Design: Exceeding Standards… |
Sequence 129 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 1310 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Sobel, David. Place-Based Education: Connecting Classrooms and… |
Sequence 2118 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 for tracking bumble bees, dragonflies, and Monarch butterflies. It also… |