Search Inside Documents
Displaying results 2101 - 2200 of 40617
Sequence 26Rhyme, metaphor, and stories are, of course, found in adult cul- tures as well. This in no way under- mines their… |
Sequence 27cultures throughout the world can yield a better understanding of orality and that an understanding of orality can help us… |
Sequence 28children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 29simulate, while we still have no idea how to simulate these sophisticated and complex "poetic" operations.… |
Sequence 30one, with distinctive forms of thought and understanding. They must prepare children for particular kinds of scientific… |
Sequence 31meaningful, and educationally valuable than the typical content of the social studies curriculum. Such a presentation of… |
Sequence 32Another capacity that tends _to be very largely ignored in present curricula is the sense of humor. The early stimulation and… |
Sequence 33If we see the educational task as simply to put literacy in place, we risk undermining the very founda- tions on which a… |
Sequence 34features of orality that are bon a penser. Their ability to think and learn is, in general, sophisticated, but structured… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 1THE SCIENCES AND THE HUMANITIES by Ernan McMullin In this lecture, Dr. McMullin describes the interdisciplinary and… |
Sequence 2They bear on the human quite evidently, but as we look at a discipline like macroeconomics, it hardly seems to fit easily into… |
Sequence 3I want to go on now to the natural sciences, whose methods, whose scope, and whose limitations have been relatively well-… |
Sequence 4A second source of difficulty for the historian is that the documents we still possess were written from a particular point of… |
Sequence 5... he showed me a picture of the night sky taken with the big telescope. There were tens of thousands of stars and… |
Sequence 6development of life on the constantly changing surface of an earth where vast rock plates are thrust up slowly as mountains… |
Sequence 7In 1964, two cosmologists, Penzias and Wilson, working with some microwave equip- ment borrowed from Bell Laboratories, made… |
Sequence 8ogy (covering all of cosmic time back to I 0·30 seconds) is almost over, and Act Two (the attempt to elucidate what happened… |
Sequence 9Mover, itself unmoved. This Mover he called God. Aristotle's God was not the sort of being one would be inclined to… |
Sequence 10could serve an apologetic function, if needed. Descartes' physics depended on God's action at every turn. Boyle and… |
Sequence 11to be fine-tuned with an incredible degree of precision in order to bring about a universe in which complex life-forms could… |
Sequence 12understand one, one has to understand the other. An advance in the understand- ing of one is an advance in the understanding… |
Sequence 13of common objects through which we daily find our way. And the theories that shape our thinking about that strange place, as… |
Sequence 14activity. By the early nineteenth century, when Dalton constructed a table of chemical elements, Young and Fresnel developed a… |
Sequence 15be helped to discover in it the traces of the same creative imagination that has given us the other great works of the human… |
Sequence 1THE DEVELOPMENT OF AUTONOMY IN CHILDREN: AN EXAMINATION OF THE MONTESSORI EDUCATIONAL MODEL by Sharon Dubble Kendall, Ph.D… |
Sequence 2Montessori views personal autonomy as intercon- nected with social respon- sibility and the evolution of human societies.… |
Sequence 3Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 4theories of Erikson, Piaget, and other constructivists, the central theme of this new paradigm is the assumption that the… |
Sequence 5elucidate those factors of the Montessori model which may affect the devel- opment of autonomy among students. Methods The… |
Sequence 6sample included only those third-year students who had a minimum of four years' experience in a Montessori program. To… |
Sequence 7elementary schools within the same geographic location to serve as a compari- son group. This group was composed of third-… |
Sequence 8.800, .841, and .894. A coefficient of reliability measurement of .60 or above is generally considered to reflect an… |
Sequence 9Each observation period required approximately two hours; at the comple- tion of each session the observer tallied the checks… |
Sequence 10Among Montessori students, problem solving behavior was recorded a to- tal of 111 times, whereas among tra- d i tiona I… |
Sequence 11The Montessori group of students exhibited a much higher incidence of independent activity as opposed to directed activity (95… |
Sequence 12The same relationship held true when percentages were computed across both samples for each activity subgroup. Jn examining… |
Sequence 13groups based upon the total number of observations recorded for each group (see Table 3). By looking at the combined… |
Sequence 14Figure 2 Comparison of Problem Solving Behavior Within Samples 73.3% 43.2% 24.3% I I 20.7% 18.8% 11.7% ■ 13.3% Ill… |
Sequence 15the relative frequency of each behavior within each of the two sample groups (see Table 4). Although both groups demonstrated… |
Sequence 16categories of behavior observed, the Montessori students showed a signifi- cantly higher degree of those behaviors indicating… |
Sequence 17personal autonomy. For example, the greater incidence of independent activ- ity becomes a more significant indicator of… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 19The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 1PART II TEACHER DEVELOPMENT AND GROWTH As the Montessori teacher builds a lifetime of commitment, guided professional… |
Sequence 2Rita Schaefer 86 The NAMTA Journal • Vol. 18, No. I • Winter 1993 |
Sequence 3ESTABLISHING A PERSONAL TEACHER IDENTITY by Rita Schaefer In this speech presented at the Baltimore conference (October, /… |
Sequence 4to examine, I will have fulfilled my purpose tonight. Appreciation of oneself and commitment to continue the process of one… |
Sequence 5the analogy of "dropped stitches" for potentialities that are missed. We could say that human identity is a… |
Sequence 6In the third plane. the new potentiality for identity was to become a person with social concerns. These concerns had the… |
Sequence 7dependent. We depend on what other people think and on "looking good." We sometimes feel used or possessed… |
Sequence 8sensitive periods. These givens are powered by a kind of life force energy that she called horme. With the powers infants and… |
Sequence 9What Does It Mean to Call This Identity Personal? In Modern Man in Search of His Soul, Carl Jung observes that an identity is… |
Sequence 10ness. I suggest that one way to practice this art of living is to make this personal identity a teacher identity. What Does… |
Sequence 11that." The child creates another spark of identity in that moment. It is not imitation. It is creation. Dr.… |
Sequence 12movements at all times, not just at school. We learned to notice small details, and we learned to give great lessons. We… |
Sequence 13Dr. Montessori spoke about the child's relationship to the guide. The child seems to realize that the guide can do things… |
Sequence 1SOME THOUGHTS ABOUT THE SPIRITUAL DEVELOPMENT OF THE TEACHER by Kay Baker Kay Baker's succinct speech (presented at the… |
Sequence 2When she agreed to take responsibility for these children, however, it was not in order to police their actions or treat them… |
Sequence 3a prepared environment to act freely, Montessori came to a fundamental realization: "The child works for his own… |
Sequence 4The Prepared Environment: Building a Way of Life, Not Just a Curriculum To retain the emotional vigor which underlies… |
Sequence 5through the total prepared environment. And this, I hasten to add, is real work, the work of transforming the self, the work… |
Sequence 6are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 7important action without help from others, the ability to solve one's problems for oneself, to reach a difficult goal by… |
Sequence 1THE INTELLECTUAL LIVES OF TEACHERS by Edwin J. Delattre Edwin Delattre recommends 1hat professional in-service challenge the… |
Sequence 2commission stresses that other countries are get- ting ahead of us in one educational race or another. The essay tries also… |
Sequence 3To use more familiar language, the divine arts are theology and related studies. The liberal arts (traditionally classified as… |
Sequence 4interesting and being important were the same. Worst of all, they may leave the impression that the arts beyond the teacher… |
Sequence 5books with contemplative power: to understand technical and nontechnical arguments and tell the reliable from the illogical or… |
Sequence 6to designing curricula for children and adolescents. They emphasize becoming a teacher and not becoming a practitioner who… |
Sequence 7is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he… |
Sequence 8For these reasons, it is imperative that teachers, principals, and superin- tendents become members of an intellectual… |
Sequence 9questions, and methods worth thinking about. These are the necessary intel- lectual conditjons of sound in-service programs.… |
Sequence 10develop far-reaching programs of study for all who wish to participate. In the following four sections are described two real… |
Sequence 11rights and their chairs than they do about the Golden Rule, about how they would have wanted other families to treat Baby Bear… |
Sequence 12from the Bible and from oral and written folk traditions, Mother Goose, and McGuffey's Readers along with McGuffey's… |
Sequence 13Had the faculty done the right kind of homework and thought clearly about the words they were using and encouraging their… |
Sequence 14The "Values" Case In the 1970s, teachers and administrators in a public high school in Virginia decided… |
Sequence 15The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 16determination, the willingness to seek assistance from colleagues, and the readiness of administration to lead. The faculty… |
Sequence 17teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.… |
Sequence 18released time, and for a thorough program of readings that could be used by other teachers on their own time, seeking guidance… |
Sequence 19The best response to the objections is to insist on telling the truth. Administrators must have the courage to face the public… |
Sequence 20the percentage drops so low that failure is virtually assured. If students are to achieve the beginnings of mastery of… |
Sequence 21Naturally, it is possible to be so unrelenting as a teacher that too much is demanded of students, or the wrong things… |
Sequence 22Third, and finally, all excellent teaching-all-is done by practitioners of the intellectual life who teach. For these… |
Sequence 1PART III MONTESSORI: THE SOCIAL MISSION The Montessori movement is propelled by a sense of mission and revitalized by its… |
Sequence 2The \ns i cf e. StoRy of A meRiccJ'.s Most Succtssf ul Educational Expe.Rirnent 130 The NAMTA Journal • Vol. 18, No… |
Sequence 3EXPAND THE HEAD START PROGRAM-BY REVAMPING CHAPTER 1 by Edward Zigler and Susan Muenchow Head Start using Montessori methods… |
Sequence 4insufficient, and a program of one or two years' duration is not enough for the children at greatest risk. If more… |
Sequence 5schools use their Chapter I allocations at their discretion, so that there is no coherent "program" that can… |
Sequence 6Given the problems that have plagued both Follow Through and Chapter I, it is heartening to see a new demonstration program… |
Sequence 7Editor's Note: A Recommendation to Integrate Montessori and Head Start prepared by Montessori Development Parmerships… |
Sequence 8• discussion meetings covering the overall curriculum and the unique aspects of a particular classroom. • classroom open… |
Sequence 9Montessori Provides an Answer It is in fact Montessori's uniqueness that makes it a strong answer to the critics of Head… |
Sequence 10have shown, for instance, that the gains recent Head Start graduates show in scores on intelligence and socio-emotional tests… |