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Sequence 1A MONTESSORI MULTICULTURAL ENVIRONMENT WITH SOUTHEAST ASIAN REFUGEE CHILDREN by Mw-iel W Adcock Ms. Adcock's… |
Sequence 5Another issue of particular importance was language. Within the classroom the children spoke Vietnamese, Laotian, Chinese,… |
Sequence 8The adults soon realized that the children's response was indeed substantial; concentration and independence began to… |
Sequence 1ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 1A SELECTION OF CHILDREN'S BOOKS FOR MONTESSORIANS By Charlene S. Trochta Twenty-Five Favorites: Some New, Some Old… |
Sequence 9understand the past, but don't pretend to predict the future. We can't see past processes directly, but learn to… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 5that is overwhelming for the moment? (Elicits the collaboration of the group) Sarah: Individualizing, Lois-have you tried… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 19But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 14Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 4Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 13Had the faculty done the right kind of homework and thought clearly about the words they were using and encouraging their… |
Sequence 14the t i n ings ngl o- fY, au & f>eau ng is po- ttry, tincf:'from the p f other na- tions, f… |
Sequence 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 1MARIA MONTESSORI AND THE "GLASS HOUSE" by Alan Bonsteel, MD Dr. Bonstee/' s article not only conveys… |
Sequence 2these "deficient" children, in 1907 she took her new teaching prin- ciples to "normal"… |
Sequence 3In addition to help from her longtime assistants, Helen Parkhurst and Adelia Pyle, Montessori was accompanied by her son,… |
Sequence 4lecture extensively to wider audiences, including a combined session of the 53rd annual convention of the National Education… |
Sequence 14the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 7The great work for the child, as for all humans, is to become a conscious collabo- rator with the unfolding of the universe… |
Sequence 22The other half, which I think is rather preferable, all things considered, was made of those with fathers and mothers who were… |
Sequence 7THE RESURGENCE OF COSMIC STORYTELLERS by Brian T. Swimme Brian Swimme' s insight into the Story of the Universe… |
Sequence 16the spectrum. On the small end-20- and 30- and 40-acre farms-we see a person who inherits a farm and finds out that if raisins… |
Sequence 13Maslow, Abraham H. The Farther Reaches of Human Nature. NY: Viking, 1971. Montessori, Maria. The Secret of Childhood. Trans.… |
Sequence 1MARIA MONTESSORI: A LEARNER TAUGHT BY CHILDREN by Robert G. Buckenmeyer In 1915, Maria Montessori traveled to San Francisco… |
Sequence 2phenomenon have more disas- trous effects than in education. Teachers have the best inten- tions, but best intentions kill… |
Sequence 11I wish you to enjoy the vision of the human being in the first season of life, blossoming at the warmth of a Person, or of a… |
Sequence 13the teacher and the scientist an Apostolic spirit. This Apostolic spirit sees not only the spirit of study about the child but… |
Sequence 21The Last Bargain "Come and hire me," I cried, while in the morning I was walking on the stone-paved road.… |
Sequence 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 2THE CULTURAL SIGNIFICANCE OF THE STORY OF THE UNIVERSE by Brian Swimme Edited by Connie Barlow This article portrays the… |
Sequence 1THE POWER OF MONTESSORI' s POSITIVE PSYCHOLOGY IN AN EXPANDING UNIVERSE by Annette Haines A bird's-eyeviewofthe… |
Sequence 8In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 231In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 2THE HAND-THOUGHT-LANGUAGE NEXUS by Frank R. Wilson Frank Wilson's scholarly book depicts cognitive scientists and… |
Sequence 1LANGUAGE AND THE DEVELOPING BRAIN by Lise Eliot Acknowledging the universal nature of language as a unique part of human… |
Sequence 1LITERARY APPROACHES FOR THE CHILD UNDER Six by Ginni Sackett This article blends the psychology of the first plane of… |
Sequence 2EVOLVING LANGUAGE: FROM CHILD TO HUMAN SPECIES by Derek Bickerton Derek Bickerton 's scientific linguistics presents… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 1PROCESS WRITING: FINDING FLOW IN ADOLESCENT SELF-EXPRESSION by Kim Kinzer-Brackbill Process writing has been a mainstay for… |
Sequence 15TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long In the evolution of the urban Montessori adolescent programs, the… |
Sequence 3become a mechanic. They become less connected with the land. They use capital from off the farm to subsidize losses on the… |
Sequence 29synchrony. New experiences and understandings reconfigure these au tom a tic patterns. Learning is required when an en… |
Sequence 2TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 2THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 20the third world, which replicates on a global scale what used to be the struggle within society in the nineteenth century. We… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 8CorneJ1, Joseph Bharat. Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guide-… |
Sequence 13them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 1MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 20THE ADULT MONTESSORI SCHOOL COMMUNITY: FINDING THE BALANCE by Mary Raudonis-Loew Mary Raudonis-Loew conve1;s her excitement… |
Sequence 13We are not alone. We cannot do everything. We can do many things. Thank you for your kind attention. REFERENCES Greenleaf,… |
Sequence 12CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 2SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 10In the second unit, we expanded our scope to consider the ecology of the school grounds, as well as developing some ecological… |
Sequence 1"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 17to 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 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 20From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 73Tolstoy, Leo. A111rn Knre11111n. l'W York: Viking Penguin, 2000. Viii on, rran~ois. Th!' Poems of Mn,ta Frn11rois… |
Sequence 2THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 2THE PSYCHO-MOTOR AND SENSORIAL ROOTS OF THE DISCIPLINES FROM BIRTH TO Six by M. Shannon Helfrich Emphasizing that the start… |
Sequence 2ELEMENTARY STORYTELLING: THE ULTIMATE INTERDISCIPLINARY APPROACH by Elise Huneke Stone Elise H1111eke Sto11e's lively… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 19a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 14Berry, Thomas. "It Takes a Universe." Save the Hermitage. June 3, 2009 <https:/ /beholdnature.org/tbh… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 4other ways. This child has grown into this environment where he knows it is to his benefit to look for all things that he… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 14A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 11substituting the view that the world is the collective home to all of us, pointing to similarities, and recognizing the global… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 1STORY AND SELF-CONSTRUCTION by Elise Huneke-Stone Elise Hu11eke-Stone's definition of story and its f111Zctions arises… |
Sequence 2Here'smyhouse,analmost-hundred-year-oldbungalowinPortland, Oregon. I don't live in my house in Portland right now.… |
Sequence 3in. I started a quest to better understand storytelling, particularly the storytelling that we do about ourselves. My heart-… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 8One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 28And here's another zumpkin. There's a similar understand- ing of the importance of words to process emotion at work… |
Sequence 30These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 4150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
Sequence 7171 Swimme • The Resurgence of Cosmic Storytellers Courtesy of Brad Bachulis Dr. Brian Swimme is a mathematical cosmologist… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 15215 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century in complex, real-world projects through… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 1Feature joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy and engagement together,… |