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Displaying results 1401 - 1500 of 1983
Sequence 188Wells, H.G. Mi11d nt //,e End of Its Tether. New York: Didier Publishers, 1946. The NAMTA Joumal 183 |
Sequence 220Maryland Wanted Montessori teachers for toddler room (ages 2-3) and prepri- mary (3-6). Positions open now. Please send… |
Sequence 225dren ages 2 ½ to 6, guided for many years by an AMI-trained teacher. Compensation is competitive and commensurate with… |
Sequence 70In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 79well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 102MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 109esteem emerge within the child. We know that the child's referring to herself and taking action is going to depend very… |
Sequence 117into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 118CorneJ1, Joseph Bharat. Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guide-… |
Sequence 143computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 176ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 8common goals that introduce real responsibilities at a younger and younger age. One may ask if this conversation is concrete… |
Sequence 25We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 27Schiamberg, Lawrence B. Child and Adolescent Development. New York: Macmillan, 1988. Sternberg, Robert J. Home page. March 14… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 65THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
Sequence 74REFERENCES Bjorklw1d, David F. Children's Thinking: Developmental Function and Individual Differences. Pacific Grove, CA… |
Sequence 89test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 101Shore, Rima. Rethinking the Brain: New Insights into Early Development. New York: Famrnes and Work lnstitute, 1997. Standing… |
Sequence 111LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 177I take a great interest in the children's grandparents. Once asked, they love to talk or write about their grandparents… |
Sequence 179Steele, Margaret Farley. "Worried Sick." Connecticut Maga- zine February 2005: 48+. Warner, Judith. Perfect… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 227Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 228Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 54Massa eh usetts The Amherst Montessori School in Amherst, MA is accepting appli- cations for an AMJ or AMS Toddler Teacher… |
Sequence 45You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 63I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
Sequence 93also diplomatically handles complaints about menus and the balanc- ing of vegetarian and non-vegetarian food options. The… |
Sequence 101we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 114years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 123said, "Well, the answer is right there in the Erdkinder essay on page 72, paragraph 2." I looked at the text… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 147of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 226move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 227Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 266To authentically embrace and implement Montessori pedagogy, at all levels, is a great opportunity for both faculty and… |
Sequence 278The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 303REFERENCES Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 327understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 3371. For a successful closing of circles and the opening of new ones. 2. For them to have the necessary energy and vitality to… |
Sequence 345Montessori, Maxia. From Childhood to Adolescence. 1948. Trans. A.M. Joosten. Rev. ed. Oxford: Clio, 1996. Stephenson,… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 387Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 408Our poor earth can't keep up with the busyness of our heads any more than we can keep up with each other and that is why… |
Sequence 440REFERENCES Montessori,Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 23This collaboration should be one of mutual education: our inform- ing parents about Montessori' s approach to life anded… |
Sequence 31She speaks of his "entirely original idea about the training of teachers for defectives" so that they became… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 101REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 139to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 140Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 149Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child… |
Sequence 165into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 167Pekarsky, Daniel. "The Role of Culture in Moral Develop- ment." Parenthood in America. Conference… |
Sequence 186Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 244just a few of the reasons to send a letter and resume to: EDS 1114 Seventh St. NW Albuquerque, NM 87102 Or email to: eds@… |
Sequence 9NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 45Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 46Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 80the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 93UPDATE ON THE NAMTA MONTESSORI CENTENARY EXHIBIT Working in collaboration with the Montessori Traming Center of Min- nesota… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 156Moore, R. (1996). "Outdoor Settings for Playing and Learn- ing: Designing School Grounds to Meet the Whole Child and… |
Sequence 173Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 174Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 213ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 214Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 262sist the staff in the development of the school's Montessori 1B Senior High, as well as the established Junior High… |
Sequence 18The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 19PARTIAL LIST OF LECTURE APPEARANCES WASHINGTON, D. C. MASONIC TEMPLE S•1urd•y December 6, 8 P. M. NEW YORK CITY CARNEGlll… |
Sequence 20America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 38Haus der Kinder, Vienna: The Young Child's Adventures in Space Ai Looking out, looking in. Haus der Kinder, Vienna, 19… |
Sequence 48Musica Montessori and the Art of Woodworking, continued Original folio of musical selections collected by Elise (Lisi) Broun… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 167/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 170Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 180A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 185The Journey Begins As early as 1898, Dr. Montessori was promoting educational reform as a means to end social inequities.… |
Sequence 187Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 191Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 193During the Second World War, Salomea Aleksandrowicz also ran a small free Montessori kindergarten in the Krakow Ghetto in 1941… |
Sequence 11Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 46nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 88Now this didn't all happen in one year. This project became ongoing in this class. Each year the children new to the… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 1285. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |