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Article
Expanding Your Awareness as a Montessori Directress [Transcendental Meditation]
Publication: MANO Newsletter [Montessori Association of Northern Ohio]
Date: Jan 1976
Pages: 3
Americas, Meditation, North America, Spirituality, Transcendental Meditation, United States of America
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Language: English
Article
Awareness Programs Help Change Attitudes Toward Disabled Peers
Publication: Montessori Life, vol. 9, no. 3
Date: 1997
Pages: 12–13
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Abstract/Notes: Includes children's book list
Language: English
ISSN: 1054-0040
Article
Global Awareness Begins at Home
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 4
Date: Winter 2014/2015
Pages: 3
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Language: English
ISSN: 1054-0040
Article
Sensory Awareness in Infants [part 2]
Publication: Infants and Toddlers, vol. 3, no. 3
Date: 1999
Pages: 5-7, 11-14
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Language: English
Article
Dyslexia Awareness
Publication: Montessori International, vol. 9, no. 5
Date: 1999
Pages: 23, 28
Children with disabilities, Dyslexia, Dyslexic children, Inclusive education, People with disabilities
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Language: English
ISSN: 1470-8647
Article
Phonemic Awareness: A Crucial Bridge to Reading
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 2
Date: Spring 2003
Pages: 37–39
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Language: English
ISSN: 1054-0040
Article
Developing Political and Social Awareness
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 1
Date: Fall 1997
Pages: 4, 22
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Language: English
ISSN: 1071-6246
Article
A Library for Global Awareness
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 15, no. 1
Date: Winter 1988
Pages: 31
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Language: English
ISSN: 0010-700X
Article
Conceptual Awareness of Secondary School Teachers Regarding Peace Education: Analysis
Available from: International Journal of Innovation in Teaching and Learning (IJITL)
Publication: International Journal of Innovation in Teaching and Learning (IJITL), vol. 2, no. 1
Date: 2016
Pages: 1-11
Asia, Pakistan, Peace education, South Asia
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Abstract/Notes: Peace education is a key process for creating peace and devastating conflict and violence. Therefore, peace education promotes the knowledge, skills, attitudes as well as values that pursue to convert individual’s mindsets, attitudes as well as behaviours. So, peace education is a key instrument for developing a culture of peace and a plan which has been used a large number of nations to stop violent and fatal conflicts. The objectives of the study were: (i) to examine the conceptual awareness of secondary school teachers regarding knowledge component of peace education in Khyber Pakhtunkhwa, Pakistan.(ii) To examine the awareness of secondary school teachers regarding the skills and attitude of peace education in Khyber Pakhtunkhwa, Pakistan. All secondary school teachers of Khyber Pakhtunkhwa were the population of the study. According to the nature of the study the researcher selected 320 secondary teachers from different districts. A self-developed questionnaire was used as a research tool. All statements on the questionnaire were related to conceptual awareness of secondary school teachers regarding peace education. The validity and reliability of the research instrument were accurately confirmed. The data were analyzed through SPSS (version 20). The findings and conclusions of the study showed that most of male secondary school teachers were aware about the three components of peace education. Majority of female secondary school teachers were not aware about the components of peace education.
Language: English
ISSN: 2520-0003, 2664-2247
Article
Community Action Plans for Social Justice Advocacy: Leveraging the Relationship Between Awareness and Action
Available from: Wiley Online Library
Publication: TESOL Journal, vol. 11, no. 4
Date: 2020
Pages: e552
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Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.
Language: English
DOI: 10.1002/tesj.552
ISSN: 1949-3533