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Sequence 220210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 231221 Moore and Cosco • Greening Montessori School Grounds by Design could start work on the outdoor renovation plan, a time-… |
Sequence 243233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 283273 Shiva • Everything I Need to Know I Learned in the Forest everythinG i need to Know i learned in the forest by Vandana… |
Sequence 284274 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 beyond Monocultures From Chipko, I learned about biodiversity and… |
Sequence 286276 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the Poetry of the forest The Earth University is inspired by… |
Sequence 289279 O’Shaughnessy • Epilogue: The Child and the Environment ePiloGue: the child and the environMent by Molly O’Shaughnessy… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 115 Joosten • Exercises of Practical Life: Introduction and List exercises of Practical life: introduction and list by A.M.… |
Sequence 5347 Ramani • Practical Life: The Keystone of Life, Culture, and Community Practical life: the Keystone of life, culture, and… |
Sequence 5852 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Our culture changed as new ways of doing things became part of our… |
Sequence 6054 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The new education consists not only in supplying the means of… |
Sequence 7165 Soholt • Practical Life for the Older Children in the Casa their interest and continue to develop the practical life… |
Sequence 9286 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Creativity emerges when the intelligence guides the • hand to express… |
Sequence 146140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 183177 The NAMTA Journal classifieds Arizona Montessori Teachers Needed, Advance U We are looking for creative, dynamic,… |
Sequence 71 Kahn • Preface Preface from early childhood to adolescence: community as oasis and the origins of Peace by David Kahn… |
Sequence 2923 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 3125 Ferreira • Children’s House: The Prepared Environment as an Oasis children’s house: the PrePared environment as an oasis… |
Sequence 4135 Ferreira • Children’s House: The Prepared Environment as an Oasis are set, we see the children slowly grow in independence… |
Sequence 4539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 5549 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 8377 Sobel • Place-Based Education Lieberman, Gerald A. and Linda L. Hoody. 1998. Closing the Achievement Gap: Using the… |
Sequence 9286 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 time provided services that supported the whole without anyone directing… |
Sequence 117111 Schaefer • The Montessori Adolescent and the Pedagogy of Journey a junior high.” She didn’t have to use the word… |
Sequence 167161 Henke • Toward the Ultimate Goal of Peace toWard the ultimate goal of Peace: hoW a montessori education at the high… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 199193 The NAMTA Journal • Classifieds classifieds California Immediate Need: Adolescent Teacher, Bowman International… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Montessori School, our mission is to cultivate the whole child for… |
Sequence 216210 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Friends who do not go to a Montessori school are always asking me what… |
Sequence 93 Kahn • Preface Montessori associations are working together, and we all can see new Montessori expansion ahead as the… |
Sequence 115 Black, Linares, O’Shaughnessy • The Best for the Youngest The BesT for The YoungesT: The PaTh Toward uniTY by Connie… |
Sequence 159 Black, Linares, O’Shaughnessy • The Best for the Youngest But there are larger, systemic issues that interfere with optimal… |
Sequence 2620 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have books and high school was not offered. When she came to the United… |
Sequence 3226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 3529 Black • Montessori All Day monTessori all daY: gracious living wiTh children BeYond The hours of a TYPical school daY… |
Sequence 3731 Black • Montessori All Day I would like to give you a perspective that is backed by Dr. Montessori’s writings as well as… |
Sequence 4034 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 were in the home of their Children’s House more of their waking hours… |
Sequence 4236 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 5246 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 regard to the child himself. Those simple daily activities are for the… |
Sequence 5347 Black • Montessori All Day opportunities for leadership and guidance of younger peers when they are not included. Of… |
Sequence 5650 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 6054 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 6761 Begin • Montessori Early Childhood Education in the Public Sector monTessori earlY childhood educaTion in The PuBlic… |
Sequence 6862 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 economist James Heckman (“The productivity argument”), invest- ing in… |
Sequence 6963 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 8781 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 131125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 136130 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a RefeRences Montessori, Maria. Education for a New World. 1946. Madras… |
Sequence 155149 Shubitz • What is the Ideal Infant Group Care Environment whaT is The ideal infanT grouP care environmenT: monTessori… |
Sequence 157151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 165159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 223217 Verschuur • Reflections reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about… |
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 226220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
Sequence 230224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
Sequence 232226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 work as a collaborative teammate. Montessori experience is a plus.… |
Sequence 148 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lation as a whole. I believe that it is best to place young children in… |
Sequence 6357 Nehring • Implementing Inclusion Theory into Practice Getting to know a child with challenges involves knowing the child… |
Sequence 7569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 7771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 115109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 137131 Helfrich • The Importance of Spoken Language The iMPorTance of sPoken language in PrevenTing challenges in reaDing anD… |
Sequence 159153 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by… |
Sequence 175169 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL ———. 1994. From Childhood to Adolescence. 1948. Oxford:… |
Sequence 185179 Awes • Supporting the Dyslexic Child in the Montessori Environment a language in which spatial memory is central, as… |
Sequence 191185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 206200 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chologists and special education teachers can serve as consultants to… |
Sequence 208202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 212206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 219213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 275269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 277271 Schonleber • Hawaiian Indigenous Education Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching… |
Sequence 148 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 ---. Education for a New World. 1946. Oxford: Clio, 1989. ---. From… |
Sequence 5549 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 6761 Soholt • Living Grace and Courtesy in the Primary the tools and means to seek out and form communities of this type when… |
Sequence 117111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 148142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 157151 Cobb • Grace and Courtesy for the Whole School and conducive to harmonious relationships. We can and should pro- vide… |
Sequence 175169 The NAMTA Journal • Classifieds claSSifiedS California Bowman International School in Palo Alto, California is seek-… |
Sequence 3833 Andrews • The Social Relevance of Montessori in the First Plane service providers, and the state and federal government.… |
Sequence 5045 Andrews • The Social Relevance of Montessori in the First Plane The structure of activity in sensorial also supports… |
Sequence 6560 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Brown, John Seely & Thomas, Douglas. A New Culture of Learning:… |
Sequence 8681 Orion • Birth to Six: A Foundation for All that Comes Later clubs, they enter the age of “rudeness,” they relish in… |
Sequence 106101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
Sequence 107102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 108103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 111106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 131126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 134129 Montessori • Man and SuperNature Reprinted from The 1946 London Lectures. Copyright 2012 by the Montessori-Pierson… |
Sequence 149144 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 who like her had very light blond hair. Adults in the United States have… |
Sequence 192187 The NAMTA Journal • Classifieds and caring staff as we work to create a world class authentic Montessori experience for… |
Sequence 193188 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 tunity to join a dynamic commu- nity of families and educators. Bowman… |
Sequence 212207 The NAMTA Journal • Classifieds http://www.charlestonmontes- sori.com/about-our-school/ http://www.nps.gov/neri http… |
Sequence 93 Kahn • Innovation within Montessori Structure Drama performance, Montessori High School at University Circle, Cleveland, OH… |
Sequence 2317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 3226 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 references Csikszentmihalyi, M. Creativity. New York: HarperCollins,… |