Abstract/Notes: [...]today's children are homharded with moving images everywhere in their lives-on television, in movies, on smartphones, and on the Internet. HISTORY OF PHOTOGRAPHY MATERIALS NEEDED: * Tray * Samples of photographs from different time periods (ideally, ones that include images of children): * Tintypes (thin iron plates) * Daguerreotypes (copper plates) * Ambrotypes (glass) * Calotypes (paper) * Modern prints (paper) from film or digital camera * A digital photo (on a smartphone, for example), for comparison * Thin cotton or latex gloves (to keep fingerprints off the images; find them at a drugstore or Amazon.com) STEPS: 1. BENEFITS: Since these movies contain very little dialogue, and the characters express their emotions through their movements and facial expressions, children must understand and follow a story line in a different way than they are used to. VIEWING THE WORLD MATERIALS NEEDED: * Stereoscopic viewer * Stereoscopic photographs from different countries and scenes * Old photographs, preferably ones with children, animals, or landscapes (these are the subjects to which my students were most drawn) * New View-Master (with disks) for children (available from many toy stores) STEPS: 1.

Language: English

ISSN: 1054-0040

Abstract/Notes: Studio Art

Language: English

ISSN: 1054-0040

Abstract/Notes: Maria Montessori envisioned an educational approach that could serve as a transformative agent for peaceful and positive change in the world; in fact, she dedicated her adult life to perfecting teaching methods and strategies congruent with that vision. Montessorians today continue to share that vision, but they also wrestle with modern realities. As native peoples have painfully learned over the past 100 years, however, discarding traditional teaching methods without a clear understanding of their relationship to deeply held beliefs and values can lead to disastrous results. The purpose of this article is to describe, through the voice and experience of Native Hawaiian educators, the relationship of teaching strategies to corresponding values and underlying beliefs. (Contains 1 table and 1 figure.)

Language: English

ISSN: 1054-0040

Abstract/Notes: In June of 1974 the author volunteered to lead a travel group--a mixed-aged group of 21 people--to Communist China. Back in her halcyon college days she stumbled upon a course "Group Dynamics." At the time, she could not know its impact on her in her future role as a leader of travel groups. "Group Dynamics" placed relationships in the context of researched theory, which impressed her at the time with its logic: (1) Every group will have a victim; (2) One or two "cliques" will dominate the life of the group; (3) The leader of the group will bear the criticism of all factions; (4) Groups formed away from home or in specialized organizations with officially designated leaders may often nurture a "tattle-tale" personality; and (5) The leader must be prepared to accept the barbs, blames, disapprovals, and disaffections from some members of the group, while building team loyalty with the others. This article describes the author's experience in relation to this theory and the "moon vision" approach she used in solving her leadership problem.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

Language: English

ISSN: 0519-0959

Language: English

Abstract/Notes: The purpose of this research was to examine the effects of Tootling without external rewards on negative behaviors during whole-class lessons in a Montessori lower elementary classroom. Twenty-four students, ranging from six to nine-years-of-age, including five who received outside assistance, were the subjects of this study. The students participated in a self-assessment pre- and post-intervention. The researcher gave lessons on whole-class lesson etiquette, the importance of being a supportive community, and how to report their classmates’ positive behaviors after whole-class lessons using Tootles. The results suggested Tootling without external rewards had minimal positive effect on students’ negative behaviors during whole-class lessons. A slight increase occurred in students’ positive opinions about their own and their peers’ behaviors during whole-class lessons. Limitations, directions for future study, and implications are discussed.

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: Games

Language: English