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Kahn, David – NAMTA Journal, 2003
Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori…
Descriptors: Adolescent Development, Child Development, Educational Environment, Educational Principles
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Montessori, Maria – NAMTA Journal, 2001
Considers the relationship between elementary and secondary education. Asserts that mixed-aged groups with a difference of 3 years promote cooperation and mutual support. Discusses scouting and sports as a means of fulfilling the void of purely academic schooling, asserting that organizations of this type provide youth with opportunities to…
Descriptors: Adolescent Development, Adolescents, Athletics, Educational Change
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Verschuur, Mary B. – NAMTA Journal, 2000
Provides a participant's commentary on a seminar discussing authentic progress in innovative educational practices such as those of Maria Montessori and Frank Lloyd Wright. Notes that there was agreement among participants regarding basic parameters around which innovation within limits was possible. Concludes that innovation is possible when…
Descriptors: Change Strategies, Conferences, Educational Change, Educational Improvement
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Hart, Roger A. – NAMTA Journal, 1999
Argues the need for children to have contact with the natural world and a role in the preservation of the environment. Explains that children's roles in sustainable development can occur only when adults allow children to act independently. Outlines problems with current ways of involving children in environmental movements. (JS)
Descriptors: Children, Childrens Rights, Conservation Education, Elementary Secondary Education
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NAMTA Journal, 1993
Excerpts from the Carnegie Council on Adolescent Development's report "Turning Points: Preparing American Youth for the 21st Century," issued in 1989, indicate the need to develop a more adolescent-centered approach to education in the middle grades that is very similar to the basic ideas of the Montessori method. (MDM)
Descriptors: Adolescents, At Risk Persons, Educational Change, Educational Innovation
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Cavalletti, Sofia – NAMTA Journal, 1999
Presents anecdotal reflections on the serenity and revelations of the "new child" in relationship with God. Maintains that knowing one's religious tradition provides the basis for being open to all religions. (KB)
Descriptors: Children, Elementary Secondary Education, Happiness, Religion
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Buckenmeyer, Robert G. – NAMTA Journal, 1999
Examines Maria Montessori's views on coordinating medical practice and educational theory and her spiritual convictions. Maintains that her rigorous scientific orientation is coupled with clear exhortations for the spiritual development of teachers so that they could see the spiritual "epiphany" in each child. (Author/KB)
Descriptors: Beliefs, Children, Educational History, Educational Principles
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Wolf, Aline D. – NAMTA Journal, 1999
Challenges Montessori educators to assess how effectively a Montessori education achieves its spiritual goals in the formation of character. Maintains that the prepared environment may not be enough, given the assault of commercialism on the growing minds of children, especially in the form of advertising. (Author)
Descriptors: Advertising, Children, Educational Environment, Educational Philosophy
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Brown, Rexford – NAMTA Journal, 1997
Analyzes public school bureaucracy and ways to reform institutions into learning communities that value shared knowledge and learning experiences. Describes how a bureaucratic organizational structure impairs learning. Proposes the "learning organization" in which adults learn alongside students, planning is decentralized, families are…
Descriptors: Educational Change, Elementary Secondary Education, Montessori Method, Organizational Change
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Stephenson, Margaret E. – NAMTA Journal, 1993
Discusses the four "planes of development" posited by Maria Montessori: (1) from birth to age 6; (2) from age 6 to 12; (3) from age 12 to 18; and (4) full maturity. Although Montessori schools have been successful in dealing with children during the first two planes, efforts need to be focused on adolescents at the third stage. (MDM)
Descriptors: Adolescent Development, Adolescents, Developmental Stages, Educational Development
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Kahn, David – NAMTA Journal, 1993
This interview focuses on the Montessori adolescent program begun by John McNamara in 1978 at Ruffing Middle School in Ohio, describing the adolescent-centered curriculum, activities, and materials utilized in the program. Suggests that such programs need to provide an environment where children can first and foremost experience community,…
Descriptors: Adolescent Development, Adolescents, Educational Innovation, Elementary Secondary Education
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Kahn, David – NAMTA Journal, 1993
Addresses the development of different curriculums and approaches to implementing Montessori programs at the middle school level, including a humanities-centered approach, interdisciplinary minicourses, master-apprentice programs, and team teaching approaches. Maintains that Montessori middle schools must move beyond the experimental stage and…
Descriptors: Adolescents, Curriculum Design, Curriculum Development, Educational Innovation
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Egan, Kieran – NAMTA Journal, 1994
Connects the imagination with one's affective states as related to 8- to 15-year-old students' engagement in a story or narrative. Discusses particular characteristics of narratives that engage students' imagination during these years and characteristics that are imaginatively engaging but in which the narrative component is less prominent. (BB)
Descriptors: Adolescents, Affective Behavior, Age Differences, Children
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Kahn, David – NAMTA Journal, 1995
Discusses a framework for the creation, evolution, and development of Montessori schools, focusing on the creation of preschool programs, addition of primary and elementary education, and expansion to include middle school and secondary programs. Examines the role of teachers, parents, and students at each of these stages. (MDM)
Descriptors: Administrator Role, Educational Change, Elementary Secondary Education, Montessori Method
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Lucas, Bill – NAMTA Journal, 1995
Discusses the role of the Learning through Landscapes organization in Britain, which emphasizes the importance of suitable school grounds and gardens for the effective environmental education of children. Also discusses briefly how school grounds can be used in geography, science, mathematics, and physical education instruction. (MDM)
Descriptors: Advocacy, Educational Environment, Educational Facilities, Elementary Secondary Education
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