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Displaying results 1801 - 1900 of 2388
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 201Menzel, Emil W., Jr. Preface. Deception: Perspectives 011 H11111n11 n11d Nonl111111n11 Deceit. Ed. Robert W. Mitchell &… |
Sequence 202Tolstoy, Leo. A111rn Knre11111n. l'W York: Viking Penguin, 2000. Viii on, rran~ois. Th!' Poems of Mn,ta Frn11rois… |
Sequence 215Marlowe's Or. Fn11st11s, Mary Shelley's Frnnkenstei11, Melville's Moby Dick, and the book of Ecclesiastes. They… |
Sequence 229tates flow, if the embodied cognition perspective and Damasio are correct when placing the body and emotion in the chain of… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 259about the work of the UN by mirroring its activities and cul- tivating important life skills such as negotiation and con-… |
Sequence 261mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 262they can also experience the participatory excitement of learning how the UN works. During the conference, our students,… |
Sequence 279most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 285fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 300ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 27Montessori, Maria. The Secret of Childhood. Trans. Barbarn Barclay Carter. Bombay: Orient Longmans, 1936. Muggeridge, Malcolm… |
Sequence 57cate weakness, but is a sign of dedication to meeting the needs of the individual child. If you have concerns about an… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 147The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 151WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 153program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 156Administrators must foster a nonjudgmental environment, a community of humility, openness, receptivity to new information,… |
Sequence 169school. The fact that you serve a population under the age of five puts you into this very popular area of early childhood… |
Sequence 170Then we started the writing process. We needed to tell them in a language that they could understand, and I say this with all… |
Sequence 175This approach has also presented some challenges. One is that when we screen children across the board, we've had to be… |
Sequence 216ties, a combination that allows cognition (e.g., cri tica I thinking) to be informed and inspired by felt emotion. He further… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 219Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 233For Children's House, and Upper Elementary positions send resumes to: Nicole Deutschman 10399 W. 44th Ave. Wheat… |
Sequence 246professional development of all our faculty and staff. Applicants should have an appropriate AMI Diploma and at least a… |
Sequence 82number lose any sense of innocence, of connection to that which is larger. But our students are not lost; they are finding… |
Sequence 83REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 100book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 1011 would therefore initiate teachers into the observation of the most simple forms of living things, with all those aids which… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 175The Montessori perspective is to get students to operationalize the ideas themselves. If we ignore their way of thinking and… |
Sequence 193quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 219erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 30children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 35REFERENCES Eliot, Lise. Wl,at's Goi11g 011 /11 There? How f/,e Brai11 a11d Mind Develop in the First Five Years of Life… |
Sequence 129civilizing trends of childhood and latency. One of the trials of any revolution, whether in the individual or in the social… |
Sequence 136what her gestures mean. When a child leans on another's table, the teacher's hands patting the table mean, "… |
Sequence 140allows us to operate in freedom. Children reveal their true selves to us through their work. Choice in work allows the child… |
Sequence 145hours spent playing with my dolls under the weeping willow tree whose branches hung to the ground making the perfect hideaway… |
Sequence 149CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 171REFERENCES Barrack, A. C." A Journey of Love: The Influence of Prenatal and Perinatal Psychology on Parent-Child… |
Sequence 172McCarty, W. "Keys to Healing and Preventing Foundational Trauma: What Babies Are Teaching Us." Bridges-ISSS£… |
Sequence 189When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 8promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 17stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 19barrows with resistant loads, walking the labyrinth. At Hershey, we moved our library book bin far away from the library and… |
Sequence 26processing delays. Montessori observers should be able to recog- nize these blocks and thus support or refer for target… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 53on the lookout for books with a wide variety of cultural, linguistic, and demographic populations to add to our library.… |
Sequence 54Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 71A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 76As teachers, I believe our main goal is to bring out the best .in all children. I will leave you with a quote from Elizabeth… |
Sequence 77Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 78Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 82usual) talking about child development, and the beautiful way in which Montessori education meets all the needs of a child.… |
Sequence 144Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 162picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 181integrate the arts (in children's eyes). Therapeutic gardens offer innumerable opportunities for in- tegration of the… |
Sequence 182Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 200classroom. In addition, there is a lower elementary class for 4 students diagnosed within the autistic spectrum. The goal is… |
Sequence 201ln addition to the clinic, Rivendell Preschool is an inclusion model, accepting children with a variety of learning styles and… |
Sequence 205in reading and spelling among her students with high IQs. "Some of these bright students were being thwarted… |
Sequence 224phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 225Wolf, M. Proust and tile Sq11id: The Story a11d Science of the Reading Brain. New York: HarperCollins, 2007. TIie… |
Sequence 249services had there been such a thing at the time. Dr. Montessori was "the first professional who saw that retardation… |
Sequence 258Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 285PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 63of its potential for shaping the teacher-student relationship. But that would be a necessary step to take if we were to… |
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 144a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 145Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 157to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 201B. [Potentially included] New story: "Diversity and Unity of Languages-[n Search of Universal Communication"… |
Sequence 227bridge from Asia more than fourteen thousand years ago. 1 The Powhatan, the Susquehanna, the Delaware, the Cherokee, the… |
Sequence 228Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 247Morgan, Nina. Chemistry in Actio11: The Molec11/es of Everyday Life. New York: Oxford UP, 1995. Smith, Richard F. Chemistry… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 338with the mathematics staff to take full advantage of academic syn- thesis whenever it occurs. This course also develops the… |
Sequence 384with staff in order to achieve the level of understanding that is nec- essary. Staff must present their information and… |
Sequence 60Montessori children do grow up with a great desire to change the world. Tf you want to see a group of such students gathered… |
Sequence 70MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 73If we are to solve the recruitment/ enrollment problem and take Montessori "over the top," we need to show… |
Sequence 81fact that someone is successful and their Montessori background or their educational preferences. On this front we would lose… |
Sequence 82Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 83Eissler, Trevor. Mo11tessori Madness. Georgetown, TX: Sevenoff, 2009. Fryer, Bronwyn. "How Do Innovators Think?&… |
Sequence 97We have small business-card size tent cards with our mission and three points about our school. We give these to parents to… |
Sequence 113Berry, Thomas. "It Takes a Universe." Save the Hermitage. June 3, 2009 <https:/ /beholdnature.org/tbh… |
Sequence 142may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 19that we could not see. The learning process must take place inside the child, and this internal process requires time. It is… |