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Sequence 219209 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century fuel cells that promise to inaugurate a new… |
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 289279 O’Shaughnessy • Epilogue: The Child and the Environment ePiloGue: the child and the environMent by Molly O’Shaughnessy… |
Sequence 301291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
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 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 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 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 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 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 256250 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Email: sue@whiterockmontes- sori.org Virginia AMI or AMS Primary Guide… |
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 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 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 219213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
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 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 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 7872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 8579 Webster • Practical Life from the Second Plane to Third Plane beauty to meet our needs. Each generation fulfilled the… |
Sequence 10094 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 113107 Black and Davis • Montessori All Day, All Year MontessorI all day, all year by Connie Black and Liza Davis Introducing… |
Sequence 116110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 131125 The NAMTA Journal • Classifieds the environment. We believe that cre- ativity flourishes in an atmosphere of freedom,… |
Sequence 104 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Most children in the developed world will acquire some degree of reading… |
Sequence 3529 Wolf • Chapter Three: A Child’s Tale developmental researchers have discussed this domain of play and literacy, we want… |
Sequence 122116 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 a small community with a strong fa- milial atmosphere and a community… |
Sequence 156150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 160154 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gone and knocked on the doors of the rocks in order to call forth from… |
Sequence 91 O’Shaughnessy • The Observation Artist Preface The ObservaTiOn arTisT by Molly O’Shaughnessy Molly O’Shaughnessy’s… |
Sequence 2618 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 found myself coming to conclusions about the children’s capabili- ties… |
Sequence 6557 O’Shaughnessy • The Observation Scientist The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual… |
Sequence 141133 MacDonald • Becoming a Scientific Observer becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg… |
Sequence 193185 O’Shaughnessy • The Road Home The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we… |
Sequence 219213 Coulter • All Is Gift: Enjoying the Presence of God about PatriCia CoultEr Ever since her original studies at the Good… |
Sequence 4741 Jackson • A Workmanship of Risk 18. MacGregor, Jeff. “The Maestro.” Smithsonian Magazine, 46.8 (November 12, 2015): 52-86… |
Sequence 271265 Massie • Helping Children with Attentional Challenges We heard from keynote speaker Annette Haines about how Montessori’… |
Sequence 278272 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children with the same disability type tended to group together and… |
Sequence 284278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 285279 Massie • Helping Children with Attentional Challenges Dr. Montessori thought expansively. She viewed her work of… |
Sequence 299293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 356350 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Chang, Y.-S., Owen, J.P., Desai, S.S., Hill, S.S., Arnett, A.B., Harris… |
Sequence 361355 Murphy-Ryan • The Role of the Physician helPing children WiTh aTTenTional challenges in a MonTessori classrooM: The… |
Sequence 363357 Murphy-Ryan • The Role of the Physician Become prepared to participate in an educational- 6. medical care team applying… |
Sequence 371365 Murphy-Ryan • The Role of the Physician at a young age or in utero (lead, organophosphate pesticides); nutri- tional… |
Sequence 443437 The NAMTA Journal • Classifieds University of Nevada Reno is our local institution for undergraduate and post graduate… |
Sequence 8882 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The reform of the secondary school is one of the most important problems… |
Sequence 117111 The NAMTA Journal • Classifieds STIR UP LIFE BUT LEAVE IT FREE TO DEVELOP —Maria Montessori LEARN MORE hartford.edu/… |
Sequence 20AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 46AMI Journal 2017 - 2018 page 45 Equal Opportunity and the Montessori Magnet School No man is free who is not master of… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 53Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 78AMI Journal 2017 - 2018 page 77 The Acquisition of Spoken Language: The Nebula Hypothesis Dr Montessori’s views on the child… |
Sequence 91Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 128AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 131The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 135Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 136AMI Journal 2017 - 2018 page 135 the cure As a remedy for the many deviations of modern childhood, Montessori said we must… |