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Sequence 4things go wrong before they go right, even if there has been pre-implementation preparation such as inservice, and even if… |
Sequence 5new insights or beliefs rather than the other way around, although learning styles differ for people. The brute sanity… |
Sequence 6way, and generally things do get staned before they get implemented and before they get institutionalized. But as we know now… |
Sequence 7teachers in a position to say how they are going co go about pursuing this goal, this change that they want to do. Will we use… |
Sequence 8and the other good, but chat's not what this research says. Several years ago there was a book written by an Ontario… |
Sequence 9then the implementation dip is relevant and the role of rewards is relevant. The ninth factor is the critical role of… |
Sequence 10point to say ownership is crucial to successful change, everyone would no doubt agree with that. But it begs the question of… |
Sequence 11People don't need to be convinced about the problem of overload, nonethe- less it is fundamentally related co this… |
Sequence 12I wane co cake in the third point, which is the problem of group-think, some of the dark side of chat solution. Andy… |
Sequence 13critical look at innovation, co ask why we should gee involved with it. Moving ahead on collaboration muse be done without… |
Sequence 14solutions are not that easy to come by. In some cases the solutions aren't known yet, so we have to discover and develop… |
Sequence 15you put on the biggest reforms you can think of, success is ultimately an issue of local implementation. The second major… |
Sequence 16issues of change is chat neither decentralization nor centralization works, but for different reasons. There is a fair amount… |
Sequence 17School Improvement" that I authored with Carol Rolheiser-Bennett and Barry Bennett. In the consortium we got together… |
Sequence 18partnership provided support for people to implement those things in those schools. We have tried to work on the collaborative… |
Sequence 19But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 20SYsTEMIC CHANGE AND EDUCATIONAL REFORM by Robert M. McClure Robert McClure's Mastery in Learning Project is a carefally… |
Sequence 1• the best that is known about teaching, learning, curriculum, and climate; and • the faculty and community's best… |
Sequence 2outside the school, directives from supervisors, and advice from others in similar roles. They accepted the status qua and… |
Sequence 3how these teachers felt about their situation: It is less about being ovCJ"WOrktd than about feeling responsible for… |
Sequence 4Without this attention co becoming a faculty, there cannot be systemic change in the schools; without systemic change, there… |
Sequence 5-----------------------~ ---- - field test and in later observations of the effects of the activity on faculty work, there… |
Sequence 6I. Grear range of students' instructional materials (books, tapes, films, pro- grammed instruction, simulations, games,… |
Sequence 7• Teachers and Support Staff, e.g., knowledge of content caught, spend time actively teaching. • School Principal e.g.,… |
Sequence 8imagine you are hovering over your school in a helicopter. What you see is a dose-to-ideal school-one that has participated in… |
Sequence 9be based on what was known about curriculum, teaching, learning, and the conditions that would produce improved learner… |
Sequence 10Each of the ten focus topics is facilitated by a researcher and practitioners from two or three network schools. It is… |
Sequence 11Grumet, M.R (1989). "Dinner at Abigail's: Nurturing collaboration." NEA Today, 7(6), 20-25. Livingston… |
Sequence 12NEA MAsrERY IN LFARNING PROJECT Faculty Inventory-Activity One Diaclsrr riacls Exercise I. What is so wonderful about this… |
Sequence 131. Much greater range of students' instructional materials (books, tapes, films, programmed in- struction, simulations… |
Sequence 14and command of knowledge and skills achieved through education. Mastery in learning means that students acquire a 6rm… |
Sequence 15Faculty Inventory-Activity Three Conditions of Leaming and Teaching Below is a list of statements that describes teadµng and… |
Sequence 16__ Knowledge of content taught __ Understand principles oflearning __ Understand students __ Spend time actively teaching… |
Sequence 17Faculty Inventory-Defining Conditions of Mastery (Continued) In consultation with your team, identify those teaching (and… |
Sequence 18Farulty Inventory-Activity Four Imagining Success * Imagine you are hovering over your school in a helicopter. What you see… |
Sequence 19Ass~MEN'f AND REFORM by Ramsay Selden The "right kind of assessment, " asserts Ramsay Selden, can… |
Sequence 1philosophical and technical roots in the aptitude testing movement popular earlier in this century, and with a heavy… |
Sequence 2she and her students would look better. This has not achieved a meaningful improvement in instruction or achievement. Those… |
Sequence 1Programs as one of its board members. They have some of the most exciting professional development meetings of any… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 3understood better through discussions of bonding, and attachment, and so forth. And so they began to see that here was another… |
Sequence 4earlier and earlier, I might add, as retarded-retarded for a variety of reasons and retarded in a variety of ways. They'… |
Sequence 5principal. Bue, they always say, regression co the mean-even if this happens, it won't lase. So they did regress co the… |
Sequence 6have a problem co explain. We know that babies are geniuses universally. We find ic in Piagec, but unfonunacely he didn't… |
Sequence 7There was an article by Selma Wasserman in the Phi Delta Kappan some years ago called, ''The Gifted Can't Weigh… |
Sequence 8what happens when we challenge a person who is already a problem solver to be a problem solver. We may increase doubt in that… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 10into the depth of that information. I came across an American Indian scholar who has more information on Indians than I have… |
Sequence 11we can teach them something. The whole parent issue is tied up because if we really care about parents, then we're going… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 13KAYBEE MONTESSORI, INC. APPROVED MONTESSORI APPARATUS • Infant-Toddler Material • Books • Furniture • Glass Bead Material… |
Sequence 14(i) WHAT IS NAMTA? The North American Monressori Teachers' Associa- tion provides a medium of study, imerpretarion, and… |
Sequence 1THE ExPERIMENT FOR THE ExPERIMENT by David Kahn From the dual perspective of Montessori educator and father of two chilaren… |
Sequence 2strides they had touched che outer limits of che universe, they painted their timdines, collected fossils and rocks of… |
Sequence 3necessary for real-world functioning-but note chat it is a description of personality and not curriculum content. For success… |
Sequence 4emerged? Indeed, maybe all that tuition and hard commitment to Montessori revealed its manifest destiny. He spoke again. &… |
Sequence 5through a developmental, philosophical program that helps the adolescent make a smooth transition into the world of adult… |
Sequence 6projects of action they recogniu as their own ( The Diakaic of Frttdmn, 1988, p.12). Like the highly formative· early… |
Sequence 7ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as… |
Sequence 8We could cooperatively establish a curriculum using as a guide the student's goals, interests, and needs. Coming out of a… |
Sequence 9professionals. That naturally implies that essential questions must also derive from the student: the best questioru in my… |
Sequence 10prepare the adolescent by continuing the Montessori emphasis on the inte- grated process of personality and learning based in… |
Sequence 11programs rely more on conventional textbooks and development of traditional study habits. The Ruffing East program had its… |
Sequence 12Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 13Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a… |
Sequence 14elementary child we imparted the universe-for the adolescent, ic is simply a f.mn. Bue it is more than a farm. le is a… |
Sequence 15an even more self-realired and unified personality? Bue then again, he has rewarded himself by finding screngchs beyond… |
Sequence 1THE IDFA OF THE ERDKINDER by Gerry Leonard Today, more than ever before, there is a tremendous need for the Erdkinder. We… |
Sequence 2"Man," said Maria Montessori, "is overcome with hatred and does not obey the laws of nature. Nobler… |
Sequence 3our codin& (cultural and genetic) is to be found, he says, in revelatory vision- the dream, intuitive insights, non-… |
Sequence 4On our outdoor wilderness trips extraordinary transformations take place; real inner growth happens, and flashes of insight… |
Sequence 5living within a cultivated ecosystem offers the adolescent a participatory role in the life cycles and energy systems of… |
Sequence 6altar for their First Communion. 19 The practical work of learning composting techniques, maintaining and enhancing the… |
Sequence 7Footnotes 1. Thomas Berry. (1988). The dream of the earth. Sierra Club, p. 206. See also: (a) Thomas Berry, "Coming… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 1AN INTERvIEwWTIH TuoMAS BERRY In an interview with Gerry Leonard in November 1990, Thomas Berry discussed his views about the… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 3ago, predicting the end of an era, a geological era. TB. She used that term? GL. Yes TB. Amazing! GL. She said it would be… |
Sequence 4TB. Mose certainly. That goes along with my suggestion chat "the historical mission of our times is co reinvent the… |
Sequence 5TB. It's an awakening experience that children have when they are very young. When you see animals and young humans, they… |
Sequence 6which is trying to become a self-sustaining community in relationship with the plants, the animals, the landscape, the humans… |
Sequence 7difficulties. Now there is a tendency to do away with tensions by eliminating difference rather than harmonizing difference… |
Sequence 8that it's satisfying. One of the difficulties with this and with fu.rms is that we have never developed a village culture… |
Sequence 9GL. So is there a place there then for, say, the humanities? TB. Well, definitely. GL. You've talked about the face that… |
Sequence 10GL They will be learning to respect diversity by working with it. You talk about the role of the human being to celebrate, to… |
Sequence 11TB. Well, I believe that something can be done and we ought to do it, and beyond that I am encouraged by the extent co which a… |
Sequence 12GL. Now, what about traditional spiritual values? We don't have religion in our schools any more, and it seems chat we… |
Sequence 1THE CAsE FOR CREATION THEOLOGY by Peggy Stern Peggy Stern believes that today more than ever we need to re/,ate our… |
Sequence 2Like the God of Genesis, creation theology looks at che whole of creation and sees chat it is good. Traditional Christianity,… |
Sequence 3A theology which makes redemption its primary theme will have a vested interest in man's sin and weakness, fur if these… |
Sequence 4There is a futuristic dimension of man's relation to the rest of the created universe suggested by both religious and… |
Sequence 1MO~ORI AND THE BAHA'f FAITH* by Barbara Hacker The life and work of Dr. Maria Montessori (1870-1952), scientist and… |
Sequence 2co guide us in our development in each of these areas. It is tremendously exciting co contemplate this world civilization and… |
Sequence 3which new, higher, more perfect forms of life appeared, as totally new conditions of existence on earth came about (Education… |
Sequence 4conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 6sicy of Rome Medical School. There are many stories of the "petty persecu- cions" she endured with good… |
Sequence 7Whilst everyone was admfring my idiots I was searching for the reasons which rould keep back the healthy and happy children of… |
Sequence 8motivation and became self-directed learners. They were readily obedient and respectful of reasonable authority, strongly… |
Sequence 9process for the spirit of the child. The words of'Abdu'I-Baha come co mind in this regard: Therefore must th.e… |