For education courses in Educational Psychology, Advanced Educational Psychology, Differentiated Instruction, Inclusion/Mainstreaming, Mild/Moderate Disabilities Methods, or General Methods (K-12). In this brief Merrill/ASCD text, the leading authority on differentiation explains the most effective classroom-proven approaches for teachers to use in order to meet the instructional needs of every learner in any grade level. The author introduces vivid classroom examples of real teachers using differentiated instruction to effectively show readers what, how and why to differentiate instruction.
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Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at The Curry School of Education, University of Virginia. Tomlinson works with teachers throughout the United States and Canada toward establishing more effectively differentiated classrooms, and is Co-Director of the University of Virginia's Summer Institute on Academic Diversity. She is also Secretary of the Executive Board of the National Association for Gifted Children.
Tomlinson's research interests include differentiated instruction in the middle school, use of multiple intelligences approaches with high-risk and high-potential primary grade learners, and practices of preservice teachers related to academic diversity. She has written many articles, book chapters, and staff development materials that blend classroom and research insights.
Tomlinson's experience includes 21 years as a public school teacher, working with preschoolers, middle school students, and high school students. She has taught English, language arts, German, and history. Tomlinson has administered district, level programs for struggling and advanced learners and was Virginia's Teacher of the Year in 1974.
Carol Ann Tomlinson, Associate Professor of Educational Leadership, Foundations and Policy, Curry School of Education, University of Virginia, Room 179 Ruffner Hall, 405 Emmet St. S., Charlottesville, VA 22903-2494. Phone: (804) 924-7161.
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Book Description Pearson, 1999. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Chapter 1. What Is a Differentiated Classroom?Chapter 2. Elements of DifferentiationChapter 3. Rethinking How We Do School--and for WhomChapter 4. Learning Environments That Support Differentiated InstructionChapter 5. Good Instruction as a Basis for Differentiated TeachingChapter 6. Teachers at Work Building Differentiated ClassroomsChapter 7. Instructional Strategies That Support DifferentiationChapter 8. More Instructional Strategies to Support DifferentiationChapter 9. How Do Teachers Make It All Work?Chapter 10. When Educational Leaders Seek Differentiated ClassroomsA Final ThoughtAppendix: Two Models to Guide Differentiated InstructionBibliographyIndexAbout the Author. Bookseller Inventory # ABE_book_new_0131195026
Book Description Pearson, 1999. Paperback. Book Condition: New. book. Bookseller Inventory # 0131195026
Book Description Pearson, 1999. Paperback. Book Condition: New. 1. Bookseller Inventory # DADAX0131195026
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Book Description Prentice Hall 1999-05-07, 1999. Paperback. Book Condition: New. Special Ed. 0131195026. Bookseller Inventory # 548186
Book Description Prentice Hall, 2004. Paperback. Book Condition: Brand New. special ed edition. 144 pages. 9.75x8.00x0.25 inches. In Stock. Bookseller Inventory # __0131195026
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97801311950281.0
Book Description Prentice Hall, 2004. Paperback. Book Condition: Brand New. special ed edition. 144 pages. 9.75x8.00x0.25 inches. In Stock. Bookseller Inventory # zk0131195026
Book Description Pearson, 1999. Paperback. Book Condition: New. Bookseller Inventory # P110131195026