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Sequence 76OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 240Contact us today to learn more about preparing for a career as a Montessori teacher. Graduate Admissions Office, Loyola… |
Sequence 199Contact us today to learn more about preparing for a career as a Montessori teacher. Graduate Admissions Office, Loyola… |
Sequence 200The Paint Branch Montessori School located in suburban Mary- land just minutes from the Beltway is seeking to hire a devoted… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 211A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 231ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 235tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 247Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 249good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 250Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 278The education of young people in a commu- nity that is not isolated but only separated from the larger society entails… |
Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 308and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 61p ARENTING FOR INDEPENDENCE by Mary G. Matthews Many directresses believe that Dr. William Sears offers one of the best… |
Sequence 261Applications are being accepted for the 2002-03 school year for all levels including, exceptional educa- tion resource… |
Sequence 18THE Goo Wtto HAs No HANDS-PART I by Peter Gebhardt-Seele The "cosmic tale" of God Who Has No Hands is put… |
Sequence 11ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 61THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 225Please note that the program is in Cleveland, Ohio, rather than Loyola College in Maryland, the traditional location of NAMT A… |
Sequence 2383531 Somerset Drive Prairie Village, KS 66208 Or call: 913-649-6160 E-mail: highlawn@juno.com. Maryland Summer with… |
Sequence 255In Cooperation with Loyola College in Maryland NAMTA presents: A Montessori Orientation to Adolescent Studies (Ages 12-15… |
Sequence 260Linda Davis is a freelance Montessori adolescent specialist who assists Montessori schools in their adolescent program… |
Sequence 261economics from the Technical University of Munich and a Ph.D. in political science from the University of Erlangen-Nurenberg.… |
Sequence 129SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 190over three or four consecutive sum- mers. Through this unique program, individuals benefit from the highest levels of… |
Sequence 65RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 273John Long took Elementary Montessori training at the Washington (DC) Montessori Institute. He holds an M.Ed. from Cleveland… |
Sequence 2866 LOYOLA COLLEGE IN MAJ<YLANO Washington Montessori Institute at Loyola College in Maryland Graduate Programs in… |
Sequence 298P.O. Box315 Bellingham, WA 98227 Phone: 360-714-1762 or cedar_ tree@att.net Work in a two-classroom school, ona wooded… |
Sequence 130DEVELOPING CHARACTER, WILL, AND SPIRIT by Molly O'Shaughnessy Molly O'Shaughnessy's essay explores character… |
Sequence 233ed-.eatiOH 10, " Now Wo,ed ~ The Montessori Training ) Center of Minnesota ir Announces 2004 Courses Elementary… |
Sequence 211Maine The Kennebec Montessori School is seeking a lower elemen- tary teacher to begin immediately. KMSwasfoundedin1976.… |
Sequence 216LOYOLA COLLEGE IN MARYLAND Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 269and finance experience. The school has approximately 200 students, ages 1 through 6 years. Compensa-… |
Sequence 273LOYOLA COLLEGE IN MARYLANO Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 46Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori Education Offering the Master… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 259To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 144MONTESSORI COMMUNITY VALUES: SOWING THE SEEDS OF MORALITY by Greg MacDonald Greg MacDonald comes to the point of his paper… |
Sequence 242LOYOLA COLUIGBJNN.ilYLAND Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 91ogy, and futurists who predict the success of human problem solving. In addition, representatives of the Dutch Montessori… |
Sequence 259Benefits: Health coverage on om group plan, Support for Professional Development, Paid Holidays, sick and vacation days.… |
Sequence 268Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori Education Offering the Master… |
Sequence 57The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 25THE CHILD IN NATURE: MONTESSORI' s ANSWER TO THE ECOLOGICAL CRISIS by Phyllis Pottish-Lewis lll this article, fo1111ded… |
Sequence 67UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 265COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 303MONTESSORI OUTREACH: A PLATFORM FOR CHANGE by Molly O'Shaughnessy Molly O'5/za ughnessy' s plan for social… |
Sequence 348INVESTING IN EARLY CHILDHOOD All but a dozen states now offer some form of state-financed preschool education. But funding… |
Sequence 361miles west of Chicago. We have a very low staff turnover rate, and are looking for a Preschool Directress who will be… |
Sequence 363LOYOLA COLLEGEJNMARn..\ND Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 368MCS has a unique 6-acre campus environment atop Pantops Moun- tain that incorporates the indoor and ou tdoorspaces, and… |
Sequence 59MONTESSORI INTERVENTION IN THE ELEMENTARY: A COMPREHENSIVE APPROACH by Jennifer Bloch-Garcia and Sonya Maslenikov Jennifer… |
Sequence 151WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 244Primary (3-6) Lead Teacher for Summer Program Dynamic, creative and flexible individuals wanted. You will be in charge of… |
Sequence 256For additional info on our school please visit our website www.theboydschool.com. Sunset Hills Montessori School is… |
Sequence 114ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 212HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 21THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 49HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 85NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 237city charm, it is close enough to Atlanta and Savannah to enjoy many of their cultural offerings. Our school continues to… |
Sequence 102Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 153Educationbeginswith parent-infant programs and continues through toddler, primary, elementary and middleschool.… |
Sequence 114100 Maria Montessori Through the Seasons of !he "Method" Illustration 47: "The boy penetrates the… |
Sequence 175Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 181Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 182168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 186172 Part Two - For a Science of the Formation o_/Man overlooked children's rights and explained. ''There are… |
Sequence 228214 Maria Montessori Through the Seasons of the ··Method" intelligent activity and lead to the independence and… |
Sequence 159summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 272start in August 2011. Necessary qualifications include Bachelor's degree, Montessori Elementary certification, working… |
Sequence 89This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 146electronic form and be directed to the search consultants,Marc Frankel and Judith Schechtman of Triangle Associates, at http… |
Sequence 2515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 2818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 6454 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 10393 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview… |
Sequence 224218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 225219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 258252 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 China M o n t e s s o r i Te a c h e r s a l l levels, The… |
Sequence 4539 Nehring • Implementing Inclusion Theory into Practice iMPleMenTing inclusion Theory inTo PracTice by Catherine Nehring… |