The Parallel Curriculum: A Design to Develop Learner Potential and Challenge Advanced Learners

Tomlinson, Carol Ann; Kaplan, Sandra; Renzulli, Joseph S.; Purcell, Jeanne H.; Leppien, Jann H.; Burns, Deborah E.; Strickland, Cindy A.; Imbeau, Marcia

ISBN 10: 1412961319 / ISBN 13: 9781412961318

Edité par Corwin (edition Second), 2008

A propos de cet article

The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.

N° de réf. du vendeur 1412961319-7-1

Détails bibliographiques

• Titre: The Parallel Curriculum: A Design to Develop Learner Potential and Challenge Advanced Learners
• Éditeur: Corwin (edition Second)
• Date de parution: 2008
• Langue: anglais
• ISBN à 10 chiffres: 1412961319
• ISBN à 13 chiffres: 9781412961318
• Reliure: Paperback
• Édition: Second.
• État de l'article: Fair

A propos de ce titre

Synopsis

Packed with sample units, rubrics, and more, this updated bestseller helps teachers develop and implement a curriculum that moves students along the continuum toward expertise.

À propos des auteurs

Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia's Teacher of the Year in 1974. She is professor of educational leadership, foundations, and pol-icy at the University of Virginia's Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirec-tor of the University of Virginia's Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests through-out her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator's guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.

Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Con-necticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world.