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Sequence 151American students, to share their culture and to ask questions about life in our country. l was invited to meet with the… |
Sequence 152Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 153Tai and his grandfather reading Tinlin in Tibet. But what our grandchildren love are the stories I bring back from Asia about… |
Sequence 154Zahra, in Tibetan dress, turns the prayer wheel. Tai fills the water bowls. mornings we light a candle and incense and fill… |
Sequence 155being in charge of the altar on alternate days when they are with us, and they never forget. As they were getting in their… |
Sequence 156Tibetan girls in dance costumes at TCV. measuring it. But it is the practical life that is the basis for all. When the… |
Sequence 157AUTHOR'S NOTES 1. This presentation included almost one hundred slides and video clips. I have tried to make the text… |
Sequence 158The NAMTA Journal 153 |
Sequence 159Montessori Model United Nations 154 The NAMTA Journal • Vol. 35, No. 3 • Summer 2010 |
Sequence 160FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 161MONTESSORI MODEL UNITED NATIONS PROGRAM The Montessori Model United Nations seeks to give young stu- dents an understanding… |
Sequence 162and the different aspects of each society, such as religious beliefs and governmental controls. Creativity is important in… |
Sequence 1632. Ele111e11tary students need exposure to real-world problem solving. The MMUN allows elementary students to explore the real… |
Sequence 164dent in Montessori upper elementary classrooms. Students enjoy listening to narratives as new lessons are introduced. While… |
Sequence 165so much for information and intellectual knowledge as for social understanding. On the verge of entering adulthood, the… |
Sequence 1665. Adolescents need to w1dersta11d that prod11ction mid exchange began when people settled 011 land and that these activities… |
Sequence 167enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 168The NAMTA Joumal 163 |
Sequence 169Shekkola Barnel1 Gray 164 The NAMTA Journal • Vol. 35, No. 3 • Summer 2010 |
Sequence 170ASPECTS OF COMMUNITY by Shekkola Barnett Gray Wit!, the precisio11 of nn enginee1; S/Jekkoln Grny explicates the 111nny per… |
Sequence 171gent, and quite capable of mastering the content in a standardized test. Unfortunately, the environment at Cullen did not… |
Sequence 172the academic performance of our students is within acceptable norms. What f realized during my studies at the adolescent… |
Sequence 173With the vision and expectations in mind, my attention turned to identifying the essential aspects of this community from the… |
Sequence 174EXTENSIVE GROUP TRAVEL You may be surprised that The Post Oak Middle School spends twelve percent of the school term… |
Sequence 175change for this privilege, the students have built an outdoor horno (adobe oven), constructed a beautiful fence, fabricated… |
Sequence 176beginning of each semester. They are assigned to a site based on their previous site or sites and their current interests. The… |
Sequence 177and elementary guides. The final deliverable of the unit will be the creation of a "museum" that… |
Sequence 178Manager Role 1. Microeconomy Managers 2. Media Managers 3. Hospitality Manager 4. Travel Managers 5. Communications… |
Sequence 179--• l»aScklolilrQMa,-~>000-1004 • Po!IOok ___ TlC._ ~-= ·--=.=.~~~-s.:..~T~. Vcu 1"-oho"1l4ab_,_… |
Sequence 180dent body, creation of the end-of-year slide show, and completion of detailed itineraries for middle school trips. One recent… |
Sequence 181Oak Middle School is an unattainable utopian ideal. Many people truly believe that learning can only take place in a classroom… |
Sequence 182REFERENCES Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Fireside, 1998. Montessori, Maria. Fro111… |
Sequence 183Annie Frazer 178 The NAMTA Jo11ma/ • Vol. 35, No. 3 • S11111111er 2010 |
Sequence 184UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 185the first week of school. When Mr. Wallace Nelms came to speak to our class, my perception of our boring suburban neighborhood… |
Sequence 186Center, a local nonprofit organization, sent a speaker to our class to teach the students about oral history interviewing, and… |
Sequence 187As we began the project, the twelve students in the neighborhood history humanities group listened to the interview excerpts… |
Sequence 188Ms. Mattie Finley. Mr. Marion Rowe. year, in his eighties, he got too old and frail to keep it up. Parent volunteers helped… |
Sequence 189Another aspect of primary research was gathering photographs and historical items to use for the exhibit. Ms. Finley brought… |
Sequence 190Hannah Stokes Hester, Ms. Finley's great-aunt who once owned the property where Arbor Montessori School stands today.… |
Sequence 191Bureau, the Ku Klux Klan, Plessy v. Ferguson, Brown v. Bonrd of Ed11cn- tion, one-room schoolhouses, the desegregation of… |
Sequence 192Childhood to Adolescence 64). The opening of the exhibit at the DeKalb History Centei~ located in the old stone courthouse in… |
Sequence 193For our school, the project has provided an opportunity to heal some of the discomfort felt in the neighborhood when we bought… |
Sequence 194The NAMTA Journal 189 |
Sequence 195Phyllis Pottish-Lewis 190 The NAMTA Joumal • Vol. 35. No. 3 • S11111111er 2010 |
Sequence 196MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 197Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 198As an example to elucidate the point, Daniel G. Groody reports in Globnlizntion, Spirituality, and fustice: Nnvignti11g the… |
Sequence 199and difficult. However, no matter how daunting this process must seem, in order to attain unification of purpose and peace in… |
Sequence 200do is keep us out of war (24). She saw education of the child as the solution; how- ever, the education that she envisioned… |
Sequence 201DEVELOPMENT OF THE INDIVIDUAL THROUGH EDUCATION A first consideration, then, in achieving this overall. awareness of a global… |
Sequence 202within the context of a prepared environment. The school commu- nity of different individuals encapsulates a small society,… |
Sequence 203develops and thrives only in a learning environment in which the children have been granted the freedom to order their own… |
Sequence 204How GROUPS WORK Another consideration in achieving this overall awareness of a global humanity is a precise understanding of… |
Sequence 205Moral Development Since moral development can arise from social relationships, education must be restructured to ensure that… |
Sequence 206able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 207needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 208OTHER COMPONENTS OF THIS New EDUCATION One might very well ask what other components in education must exist to develop… |
Sequence 209have the critical opportunity to learn firsthand how groups work and to practice what it means to be a viable member of a… |
Sequence 210laws, enabling them to examine rules for justice and permitting them to comply willingly. Leaders and Roles Emerge As the… |
Sequence 211Each aspect of this entire process contributes to the child's ability to think critically. Through discussion, debate,… |
Sequence 212STORIES OF GREAT INVENTIONS AND PEOPLE As a source of encouragement for greater work and alongside their personal projects… |
Sequence 213SOCIAL SCRVICE Through experience, contemplation, and observation, the child may eventually realize that his experiences… |
Sequence 214CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 215210 The NAMfA Journal • Vol. 35, No. 3 • S11111111n 2010 |
Sequence 216FEATURE ADOLESCENTS' QUALITY OF ATTENTION AND AFFECT AFTER MORNING NATURE WALKS Kevin Ratlwnde integrates his interest… |
Sequence 217Kevin Rathunde 212 The NAMTA Joumaf • Vol. 35. No. 3 • S11111111er 20/0 |
Sequence 218ADOLESCENTS' QUALITY OF ATTENTION AND AFFECT AFTER MORNING NATURE w ALKS: FINDINGS FROM A STUDY OF NATURE AND EDUCATION… |
Sequence 219What are these human inclinations and primitive relationships that are stirred by contact with nature? Why does functioning… |
Sequence 220The notion of children "suffering" from a "nature-deficit disorder" piqued the interest of… |
Sequence 221John Dewey had a similar view about our attraction to nature: I do not see any way of accounting for the multiplicity of… |
Sequence 222no description, no image in any book that is capable of replacing the sight of real trees ... in a real forest. Something… |
Sequence 223few years (i.e., more smartphones and tablet computers). I admit to being a huge fan of tech gadgets like the iPhone; but is… |
Sequence 224foundations of meaning, they lose their appeal. Nature has an im- portant role to play in shaking these foundations. THE… |
Sequence 225Psycho-evolutionary theory is another influential theory and focuses more on the physiological and affective consequences of… |
Sequence 226agnosed with ADHD concentrated better after walking in a park setting as compared to either a downtown or a residential… |
Sequence 227a unique research direction by exploring the benefits of nature walks on adolescents' attention and mood at school. The… |
Sequence 228and stress. For all these reasons, the present study has .important implications for teachers, parents, and others who are… |
Sequence 229to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 230not have human-built structures along the walk (although some structures might be seen in the distance); contained dirt or… |
Sequence 231Each of the five schools had adolescent programs containing seventh, eighth, and ninth graders. In total, 172 students partici… |
Sequence 232A teacher accompanied students on the thirty-minute walks. Before the walks, the teacher read the instructions to all students… |
Sequence 233The Questionnaire (Short-Term) Measures A brief summary of the questionnaire measures used in the study is provided next.… |
Sequence 234The ESM (Long-Term) Measures Students received approximately 2,500 ESM signals across the four walking and non-walking days… |
Sequence 235Pooling the Questionnaire and ESM Measures for the Walking and Non-Walking Days All of the main analyses in the study used a… |
Sequence 236Background Measures Several items on the background questionnaire were used to check for student differences or biases that… |
Sequence 237Table 1. Summary of Preliminary Analyses to Check for Student Differences Students Assigned to Different Walking Groups •… |
Sequence 238~ble 2. Comments From Low Fascination Students About What "Grabbed Your Attention and You Would Like to Remember… |
Sequence 239The comments from the students suggest several things. First, the thirty-minute walk in the study was successful for many… |
Sequence 240Table 4. How To Interpret the Figures Presenting the Main Results of the Study STEP 1: Understanding how the means were… |
Sequence 241DIFFERENCE SCORES (WALK DAYS minus NON- WALK DAYS) FOR THE ATTENTION VARIABLES ~ High Fascination 0.5 ~ 0.25 0… |
Sequence 242statistically significant interactions and supported the hypothesis that the walks would improve the affect of the high-… |
Sequence 243How Long Did the Attention Benefits of the Nature Walk Last? One of the most interesting questions in the research literature… |
Sequence 244were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 24511 NCR EASED NUMBER CORRECT FROM BASELINE " sco,es 1 m so 62.5 75 87.5 100 ■ High Fascination Low… |
Sequence 246study. Furthermore, the positive benefits of the walk were not just a quick boost. The ESM measures were taken across the… |
Sequence 247Second, the study is the first to use both short-term and long-term, measures to look at the benefits of nature experience;… |
Sequence 248stimulate thought on how to introduce nature experiences to the classroom if areas for walking and exploring are not available… |
Sequence 249attention in the national press. There is a growing national conscious- ness about the importance of nature for children, and… |
Sequence 250restoration, and other positive motivations might be better suited to promoting ecological behavior" (603).… |