Abstract/Notes: Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including human civilization. Kahn adds a new recognition of unified ecological summits that provide the real connectedness to the work that the next generation is doing to find global collaboration in making the world a better place.

Language: English

ISSN: 1522-9734

Abstract/Notes: includes disciplines charts by Regina Feldman

Language: English

ISSN: 1522-9734

Abstract/Notes: IB courses

Language: English

ISSN: 1522-9734

Abstract/Notes: Clark Montessori Junior and Senior High School was the first public Montessori high school in the US. Marta Donahoe and Dean Blase outline the roots and founding principles of Clark Montessori in the context of Montessori pedagogy. Woven throughout this discussion of the Montessori high school environment are guiding principles that Clark adopted including respect for each other and the environment and collaboration of all in the service of students to achieve a sense of social responsibility. This is partially achieved through the foundation and continuation of Cosmic Education in the elementary years. She concludes with fundamental principles specifically for the Montessori high school.

Language: English

ISSN: 1522-9734

Language: Italian

ISSN: 0393-8468

Language: English

Abstract/Notes: The purpose of this action research project was to study the implementation of practical life skills targeting school-specific skills. This study took place in a Children’s House classroom at a public Montessori school located in an urban city in the Midwest. The classroom housed a total of 19 students, consisting of pre-k and kindergarten children ranging from the age of four to six. Originally constructed as a traditional school, the building itself often inhibits independence for the school’s youngest learners. In this study, the researcher sought to increase student independence by implementing a serious of “school-specific” Practical Life tasks. The students were asked to practice the tasks as a part of their daily work cycle. Students then documented their work on Seesaw with their district-issued iPad. Over the course of six weeks, quantitative and qualitative data was collected to determine the impact of these activities on student independence levels at school. The results of this study indicate that students were capable of completing more school-specific tasks independently following the six-week study. The final pages of the paper present a thorough analysis of the further research and action steps of this study/paper. The paper concludes with some suggestions pertaining to potential opportunities for family/educator partnerships.

Language: English

Published: River Falls, Wisconsin, 2022

Abstract/Notes: Summary of talk by Lynne Lawrence

Language: English

Language: English

Published: New York, New York: Routledge, 2014

ISBN: 978-1-315-85657-5 978-0-415-72581-1 978-0-415-72582-8

Series: NAEYC , 1123

Language: English

Published: San Diego, California, 1972