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Sabtu, 26 Juli 2014

# Free PDF Leadership Coaching for Educators: Bringing Out the Best in School AdministratorsFrom Corwin

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This remarkable new resource gives school leaders the tools and techniques for designing and implementing a successful coaching program that creates long-lasting educational change.

Sales Rank: #817352 in Books
Brand: Corwin
Published on: 2006-09-14
Original language: English
Number of items: 1
Dimensions: .51" h x 7.10" w x 10.02" l, 1.02 pounds
Binding: Paperback
264 pages

Features

Explains the role and skills of coaching.
Guides educators on designing and implementing an effective coaching program.
Includes real examples and success stories.
Provides sample coaching techniques and dialogue.
Offers myriad graphic organizers, diagrams, checklists, and planners.

Review
"This material will be very valuable to principals and superintendents who are trying to understand how to leverage their limited resources and enhance leadership competencies." (Charles Elbot, Director of Character and School Culture 2005-12-19)

"Without question, this book will be widely received. The author offers real, practical examples of how we can tap this tremendous resource and unleash the talents of individuals in the organization. It is an easy read, poignant, and rich in resources." (Lorna Lewis, Assistant Superintendent for Educational Services 2006-01-16)

"This excellent book plows new ground. Includes a wonderful balance of theory and practice and is clear, passionate, and tied to professional standards." (Michael Keany, Director 2005-12-23)

"Helps people within schools and school systems understand the link between coaching and effective leadership so that they better understand how to bring coaching to education." (Graham Hoult, International Coaching Consultant 2006-11-21)

"Reiss promotes continuous school system improvement through personal empowerment. The emphasis is that coaching should be used as a strategy for creating greater results for students by improving and strengthening school leadership." (The School Administrator, October 2007 2007-11-07)

“I am delighted to recommend this book. I believe it will make a strong contribution to the field and will help educators who are now engaged in coaching programs, exploring coaching, or who want to expand their understanding and practice in coaching.” (Joellen Killion, Director of Special Projects 2007-11-13)

“A resource for organizations that are ready to invest in people by embracing coaching to maximize the potential of each member of the system to achieve goals.” (Washington State Kappan, Spring 2008, Vol. 2(1) 2008-06-12)

From the Back Cover
Use this guide for implementing a successful coaching program in your school and across your district, effecting educational lasting change.

About the Author

Learn more about Karla Reiss' PD offerings

Karla Reiss is the award winning author of Leadership Coaching for Educators; Bringing Out the Best in School Administrators. She founded The Change Place, LLC in 2004, a coaching and consulting firm dedicated to the continuous improvement of individuals, teams and organizations after 30 years in education, publishing and sales. She and her team of certified coaches offer several levels of coaching training programs to leaders of school systems, government and non-profit organizations, businesses and individuals who wish to learn a coaching style of leadership, including Powerful Coaching for Powerful Results™ certification program, CKEY; Coaching Kids, Empowering Youth™ and various related programs. The Change Place, LLC also provides executive and leadership coaching services, workplace and leadership assessments and products that support others to lead professional and personal change. She is also a frequent speaker at national, state and local conferences.

As a school administrator, Reiss worked with more than 50 school districts in a variety of school improvement roles, the majority as coordinator of professional development at Western Suffolk (NY) Board of Cooperative Education Services. She has conducted numerous professional development programs and school improvement opportunities for K-12 staff and district leaders. She is certified in strategic planning and served on the New York State Education Department’s statewide steering committee for Comprehensive District Education Planning. She was president of New York State Staff Development Council and served on the Executive Board of the Long Island Association for Curriculum and Staff Development.

Karla Reiss is a graduate from the Institute of Professional Excellence in Coaching in 2002 and received additional coach training at the College of Executive Coaching. She holds a bachelor of science degree, a master’s degree in special education and a professional diploma in school district administration. Her professional and personal inspiration and transition into the world of coaching was a result of the invitation to participate in Oxygen TV’s program, The Life Makeover Project in 2002. She has applied all of the coaching techniques and strategies described in this book to her own life and now helps others courageously transition their lives, leadership style and organizations to fulfill their goals, hopes and dreams.

Most helpful customer reviews

3 of 4 people found the following review helpful.
Visionary book about the next best resource in education!
By Paula Hemming
This book is very useful and practical and takes a firm stand about the positive effect life coaching skills have in creating a great school atmosphere, encouraged students, empowered teachers, and inspiring administrators.

0 of 0 people found the following review helpful.
Five Stars
By Elaina Miller
Awesome book! Gives you a true understanding of coaching!

1 of 2 people found the following review helpful.
Leadership Coaching for Educators
By lovemusiq
The book is helpful in distinguishing coaching from mentoring, while providing a resource for learning to think as a coach. I have enjoyed reading it for my educational leadership class.

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Jumat, 25 Juli 2014

@ Free PDF Communicating Health: Strategies for Health PromotionFrom Brand: SAGE Publications Ltd

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Effective health communication is a critical aspect of healthcare at both the individual and wider public level. Health practitioners are frequently involved in the design, planning, implementation and evaluation of programs, campaigns, or policies in their work. This engaging new textbook explores current research and practice in the field and examines the knowledge and skills needed by health practitioners to promote and improve the health of the population.

Sales Rank: #2826750 in Books
Brand: Brand: SAGE Publications Ltd
Published on: 2007-05-14
Original language: English
Number of items: 1
Dimensions: .54" h x 6.77" w x 9.41" l, .92 pounds
Binding: Paperback
240 pages

Features

Used Book in Good Condition

About the Author

Nova Corcoran is a senior lecturer in public health at the University of South Wales. She has worked as a lecturer for over 15 years and before that as a health promotion practitioner. Her research interests are in the effective design and delivery of health promotion and health communication, and she has published numerous studies within this area. She has also published two textbooks in the area of health communication titled Health Communication: Strategies for Health Promotion and Working on Health Communication.

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Minggu, 20 Juli 2014

^^ Download Globalization East and West, by Bryan S Turner, Habibul H Khondker

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Do we confuse globalization for Americanization? What are the distinctive elements in the interplay of the local and the global?

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Sales Rank: #2936154 in Books
Brand: Brand: SAGE Publications Ltd
Published on: 2010-04-14
Released on: 2010-03-25
Original language: English
Number of items: 1
Dimensions: 9.21" h x .58" w x 6.14" l, .85 pounds
Binding: Paperback
256 pages

Features

Used Book in Good Condition

Most helpful customer reviews

0 of 0 people found the following review helpful.
Good Book
By Amazon Customer
A very actualized version of Robertson perspective of globalization. In this book you will see a variety of perspective of globalization, interconnecting theory and empirical examples.

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!! Get Free Ebook An Invitation to Social Construction, by Kenneth J. Gergen

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This new edition of Kenneth Gergen's landmark Invitation to Social Construction offers readers a clear and more thorough introduction to the theory and practice of social constructionism. Particular to this new edition is a writing style more directed to the undergraduate, a larger more student-friendly format as well as textboxes/visual material employed throughout to lift concepts to a more relevant state of meaning.

Sales Rank: #651574 in Books
Brand: Brand: SAGE Publications Ltd
Published on: 2009-03-05
Released on: 2009-03-05
Original language: English
Number of items: 1
Dimensions: 9.53" h x .46" w x 6.69" l, .80 pounds
Binding: Paperback
200 pages

Features

Used Book in Good Condition

Review
`An Invitation to Social Construction is a rewarding read for newcomers to social constructionist thinking and for those well acquainted with this view' - New Therapist

`Kenneth Gergen's new book, An Invitation to Social Construction, may be the best introduction to the scholarship on social constructionism available today - but that's not all it is. It is also an inspiring and optimistic vision of what we can do to create better lives for ourselves....Gergen's new book is a key book for you to read' - Amazon

`This book lives up to its title; it is indeed "an invitation". Where most "invitations" are more, "a beginner guide to..." Gergen really seems to be saying to his audience, "have a look at this, what do you think?" I wouldn't hesitate to recommend this slim volume to any student or experienced practitioner- we all need reminding regularly of our lack of ownership of the truth' - Society for Existential Analysis

`This book, written by one of the disciplines' leading scholars and proponents, provides an interesting and reader-friendly introduction to social Constructionism, which, unlike many other books concerned with social constructionism and related issues (eg Parker 1998), does not seem to address only an academic audience who are arguably already familiar with its underlying theory, general tenets and central debates....This is a facinating and stimulating book, and Gergen's positivity and passion for the perspectives he espouses are apparent in all it's pages' - Journal of Sociolinguistics

`This book lives up to it's title; it is indeed "an invitation". Where most "invitations" are more, "a beginner's guide too....", Gergen really seems to be saying to his audience, "have a look as this, what do you think?" i wouldn't hesitate to recommend this slim volume to any student or experienced practitioner - we all need reminding regularly of our lack of ownership of the truth' - The Journal of the Society for Existential Analysis

About the Author

Kenneth J. Gergen is a Senior Research Professor at Swarthmore College, USA, and President of the Taos Institute. He has been the recipient of many awards throughout the world. His major works include Realities and Relationships: Soundings in Social Construction; The Saturated Self: Dilemmas of Identity in Contemporary Life; and Relational Being: Beyond Self and Community.

Most helpful customer reviews

90 of 92 people found the following review helpful.
An Inspiring Introduction to Social Constructionism
By Lois Shawver
.
Kenneth Gergen's new book, An Invitation to Social Construction (Sage 1999), may be the best introduction to the scholarship on social constructionism available today -- but, that's not all it is. It is also an inspiring and optimistic vision of what we can do to create better lives for ourselves.
To present this vision, Gergen performs the service of a personable tourguide, cutting a path through the jungle of philosophy while making suggestions for action along the way. For example, instead of merely presenting George Lakoff's theory of everyday metaphor, he points to the way Lakoff has shown us that discussions are modeled on war (p.65). Why not, Gergen suggests, find "alternative metaphors"? Why conduct conversation as war? And Gergen does not just present Derrida's deconstructionism. Instead, he says, "Let us put this argument into action" (p.27). Deconstructionism, he explains shows that any direct statement of truth disguises a mountain of ambiguity and uncertainty. So, rather than fear that uncertainty, he tells us, why not embrace it as part of our lives? It need not cripple us, because, as Wittgenstein says, we do not need metaphysical clarity to go on together. Even with our uncertainty we can cut bold and exciting paths to better lives. It is just that our new paths need to be provisional. We will need to be ready to revise them in collaboration with others -- but that is the pleasure.
I would summarize Gergen's general philosophy like this: Beware of authors who would sell you a model of any truth. Any model that presents itself as the simple truth will be deconstructed early tomorrow. However, don't let that discourage you from bold and audacious theorizing. It is the theorizing itself, the excitement, the adventure, the inspiration, the dialogue that will bond us together and create our good future, not the specific content of any particular theory.
Then, in the spirit of his own suggestions, Gergen constructs just such an audacious theory, a theory full of specific yet provisional answers.
First, he suggests, we need to quiet the battles in our personal warzones. To do that we must deconstruct our ideology of individualism. This classical American ideology has us thinking that each person is an island to herself deserving individual credit and individual blame. Individualism undercuts the impulse for dialogue. It shortcircuits the conversational melding and shifting of our individual minds. Individualism makes us forget, against all odds, that every human action is also re-action, and that every reaction is also action. Individualism confines us forever in the tragic culture of mutual blame. Let us replace it then, he advises, with a fresh vision of a collaborative world.
Next, he suggests we stop staring out the back window of our culture with our eyes on the past. I am convinced by Gergen's argument that Foucault was such an author. He was trapped by his eternal resistance to past traditions (p.40), left without sufficient vision to nourish ideas for how to go on. We cannot wipe out these traditons. Our vision for the future must be pieced from the cloth of the past.
In practical terms, as Gergen puts it, this means we should learn to replace individual monologs with transformative dialogues. These are conversations that help us locate "ourselves within each other" (p.160), help us grow comfortable with a continuous revision of our evolving positions (p.162). We should turn to transformative dialogues because it is here that we will find ways to promote the flowering of the not yet said.
I am simply enchanted by all of this, by the dream of a collaborative creation of dialogic culture, a culture in which the unsaid finds ways to be spoken, a culture in which new answers emerge in generative and audacious theorizing showing us paths we have not yet seen and inspiring us with the spirit of doing what has not been done. This is what Gergen's book does for me.
And if these ideas inspire you as well, then Gergen's new book is a key book for you to read.

16 of 16 people found the following review helpful.
WARNING: This book can change how you think and see.
By Dr. Z.
I've spent the last 30 years practicing and teaching psychotherapy. In that time I've read everyone from Jay Haley and Steve de Shazer to Otto Kernberg and Heinz Kohut and lots of people in between in search of helpful ideas. I came across Kenneth Gergen's writings several years ago and now I can't stop reading the guy. This book is the best introduction to social constructionism and Gergen himself I have read to date. I only wish it had been his first so I could have had this clear, broad ranging work as a starting point for reading his earlier, somewhat more challenging writings. Careful though, one book and you can get addicted.

6 of 6 people found the following review helpful.
WARNING: This book can change how you think and see.
By Dr. Z.
I've spent the last 30 years practicing and teaching psychotherapy. In that time I've read everyone from Jay Haley and Steve de Shazer to Otto Kernberg and Heinz Kohut and lots of people in between in search of helpful ideas. I came across Kenneth Gergen's writings several years ago and now I can't stop reading the guy. This book is the best introduction to social constructionism and Gergen himself I have read to date. I only wish it had been his first so I could have had this clear, broad ranging work as a starting point for reading his earlier, somewhat more challenging writings. Careful though, one book, and you might get addicted.
Phillip Ziegler, co-author of Recreating Partnership: A Solution-Oriented, Collaborative Approach to Couples Therapy

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Jumat, 18 Juli 2014

^ Download PDF 100 Frequently Asked Questions About the Special Education Process: A Step-by-Step Guide for Educators, by Roger Pierangelo, George A. Giu

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A jargon-free overview of special education's prereferral process, IEPs, eligibility services, procedural and legal safeguards, annual reviews and evaluations, and transitions from school to adult life.

Sales Rank: #1066982 in Books
Brand: Corwin
Published on: 2007-03-28
Original language: English
Number of items: 1
Dimensions: 9.90" h x .34" w x 7.10" l, .66 pounds
Binding: Paperback
136 pages

Features

The prereferral process
Individualized Education Programs (IEPs)
Eligibility for special education
Procedural safeguards, a component of the IDEA Act of 2004
Annual reviews and evaluations

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0 of 0 people found the following review helpful.
An essential pick for any library including special education topics in its collection.
By Midwest Book Review
Roger Pierangelo and George Giuliani's 100 FREQUENTLY ASKED QUESTIONS ABOUT THE SPECIAL EDUCATION PROCESS: A STEP-BY-STEP GUIDE FOR EDUCATORS is for K-12 special education teachers and any teacher interested in the process: it uses an easy question/answer format to examine concepts of special education strategies, program eligibility, safeguards, transitions from school to adult life, and evaluation procedures. The result is an essential pick for any library including special education topics in its collection.

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Rabu, 16 Juli 2014

~ Download PDF Managing the Business of SchoolsFrom SAGE Publications Ltd

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School leaders will find practical guidance on managing risk, facilities, and human resources, and a review of issues such as the workforce remodeling agenda and extended schools.

Sales Rank: #3759069 in Books
Published on: 2006-11-03
Released on: 2006-11-01
Original language: English
Number of items: 1
Dimensions: 9.53" h x .58" w x 6.69" l, .97 pounds
Binding: Paperback
256 pages

Review
'Anyone interested in the effective management of schools will find this book an invaluable source of reference' - Manager (the British Journal of Administrative Management)

About the Author
Iris Keating is a member of the Early Years team at Manchester Metropolitan University, and works in Continuing Professional Development and on the Best Practice Research Scholarship scheme with the Department for Education and Skills. Before joining MMU, Iris was a nursery teacher for 12 years.

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! Fee Download School Leadership: Handbook for Excellence in Student LearningFrom Corwin

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Emphasizing the school leader's role in student learning, this new edition covers the principalship, accountability, leadership effects, distributed leadership, political leadership, resource allocation, and more!

Sales Rank: #911208 in Books
Brand: Corwin
Published on: 2006-06-08
Original language: English
Number of items: 1
Dimensions: 10.00" h x 1.05" w x 7.01" l, 2.01 pounds
Binding: Paperback
520 pages

Features

Expanded coverage of instructional leadership and the principal"s role in student learning.
New chapters covering the principalship, accountability, effects of leadership, distributed
New chapters on data - based decision making and allocation of human, financial, and physical
Eight completely reworked chapters that tie back to student learning.
End - of - chapter reflection questions for group discussion.This is the ultimate guide for all principals

Review
“Smith and Piele have written a practitioner's guide that is a 'must read' for administrators at all levels of education. The authors did an exceptional job of writing with clarity about a very important subject.” (John Casper, Supervisor of Instruction 2006-06-13)

“The most comprehensive and extensive treatment of the school leadership literature available to date. School Leadership is a gift to all of us in education.” (From the Foreword by Joseph Murphy 2006-06-12)

Most helpful customer reviews

0 of 0 people found the following review helpful.
Excellent!
By Dr.ET
Provides a broad overview of leadership theories, styles, studies, qualities, skills and techniques that will provide an excellent foundation in understanding the role of the building principal.

0 of 0 people found the following review helpful.
Needed it for Class
By Mayra
Great book! I truly enjoyed reading it. I'm glad it was the same one the professor had in class. It was an easy read.

0 of 0 people found the following review helpful.
Five Stars
By Hot Rayven
Great book. Has the information that I am looking for. Book arrived right on time and in good condition.

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Sabtu, 12 Juli 2014

!! PDF Download Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision, by Gayle H. Gregory

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Gregory's revised, research-based edition covers step-by-step training activities; offers guidelines for coaching, supervising, and evaluating staff members' implementation of differentiated instructional practices; and includes reproducibles on a CD-ROM.

Sales Rank: #1492127 in Books
Brand: Brand: Corwin
Published on: 2008-02-29
Original language: English
Number of items: 1
Dimensions: .39" h x 7.06" w x 9.82" l, .82 pounds
Binding: Paperback
168 pages

Features

Used Book in Good Condition

Review
"Provides an excellent resource for understanding the key concepts and strategies of differentiated instruction. Participants in professional development based on this curriculum would experience the instructional strategies firsthand, which would facilitate their application in teaching students." (Maria Timmons Flores, Assistant Professor 2007-06-19)

"The examples are real, and any administrator could take the ideas presented and easily incorporate them into the professional development routine." (Kimberly Bright, Assistant Professor of Teacher Education 2007-06-19)

"The book’s major strengths are its fluency, readability, and connection of theory and practice. The activities are doable and will make sense to a classroom teacher." (Belinda G. Gimbert, Coordinator, Transition to Teaching Program 2007-06-19)

About the Author

Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.
Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.

She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:

• Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)
• Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman)
• Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)
• Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman)
• Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)
• Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)
• Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)
• Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman)
• Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)
• The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)

She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).

Gayle consults internationally with teachers, administrators, and staff developers.

She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.

Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.

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0 of 0 people found the following review helpful.
Four Stars
By TT
Love the prise

1 of 1 people found the following review helpful.
Had to have for a class
By Mike
I had to have this book for a class in grad school, it is difficult to use and since it's companion text is in the third edition and this refers to the 2nd it references things that either no longer exist or have moved. If I didn't have to have this for the course I would NEVER have bought it. Total waste of money.

0 of 0 people found the following review helpful.
Required.
By james gray
If you purchase this book it is because you must for a course. I would give it a lower rating but it does explain some of the aspects of differentiated instruction although they are explained better in other texts. If it was meant to inspire the student to find their own resources, it could have still have been done better. Education texts should offer at least more substantiation of theories and practice. Not just a mountain of platitudes and exercises. I happen to agree with what I can ascertain of some of Gregory's educational practice recommendations but would it have hurt to add more information on case studies etc.?

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Kamis, 10 Juli 2014

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Based on findings of a Gates Foundation-funded professional development study, this handbook illustrates the significance of symbols and metaphors in understanding and facilitating organizational change.

Sales Rank: #5114000 in Books
Brand: Corwin
Published on: 2006-01-06
Original language: English
Number of items: 1
Dimensions: 9.98" h x .38" w x 7.10" l, .69 pounds
Binding: Paperback
144 pages

Features

A commitment to a cause beyond oneself.
A devotion to an ethic of care.
A desire to improve the condition of society.
A wish to make a significant impression on student and adult lives.
A conviction to inspire others to seek their full potential.Awareness of yourself on a personal and professional

Review
"Cherry and Spiegel provide a valuable addition to the current literature on educational leadership. As the book demonstrates, metaphors and myths can provide educational leaders with a way to clarify for themselves and to communicate to those they lead the central themes, vision, and mission they have for the group. Metaphors assist in describing the incredible complexity that must be effectively managed in providing effective leadership in schools."
(David S. Hill, Dean of Education, Health, and Human Services 2005-07-07)

"Cherry & Spiegel provide a fascinating tour of ways in which metaphors - and their accompanying stories - are used by educators as leadership tools to spark change, reframe problems, and reveal core values." (Stephen Denning, Author of "The Leader's Guide to Storytelling" 2005-06-03)

"The authors have preformed a valuable service by demonstrating how a leader's metaphors - conscious or not - greatly influence how they lead. They also show the benefits of being self aware of one's own metaphor and its strengths and limitations in helping one successfully address the challenges of daily life as a leader." (Robert T. McLaughlin, Executive Director 2005-06-20)

"(The authors) have given me new ways to think about the meaning of my work, both personally and professionally; new insights into the power of the stories that all educators have to tell; and new tools with which leaders, staff and students can build a creative, productive, reponsive, and caring community for us all." (Jill Mackler, Co-Principal 2005-06-16)

"Anything that causes administrators to be reflective about their leadership style is helpful. This book was instructive and enjoyable as it challenged readers to come up with a personal metaphor for their leadership styles." (The School Administrator, May 2007 2007-05-01)

About the Author
Dan Cherry is co-founder of Deconstructing the Box, a consulting group that specializes in Leadership, Organizational Change, and Technology. He most recently was the director of the New Hampshire School Administrators Leading with Technology (NHSALT) program funded through a grant from the Bill and Melinda Gates Foundation. Dan is also a member of the Association of Supervision and Curriculum Development (ASCD) faculty and has been recognized as an expert in improving instruction through the use of technology. As an educator, Dan has ten years experience as a classroom teacher, seven years experience as a Technology Director, and five years working at the state level for the New Hampshire Department of Education. Dan has been recognized as a Distinguished Speaker at the Christa McAuliffe Technology Conference and he has presented many national education conferences. After hours, Dan spends time with his 10 year-old son Aaron, his 5 year-old daughter Danielle, and his wife of 13 years Sandra. His hobbies include coaching Little League Baseball and youth basketball, playing his string bass, singing in church, community theatre, and cheering for the Buffalo Bills!

Jeff Spiegel is currently the Assistant Superintendent for the New Hampshire SAU 43 School District and co-founder of the consulting firm, Deconstructing the Box. He was a Graduate Fellow at New York University’s Institute for Developmental Studies and a Fulbright Memorial Scholar to Japan. Jeff earned his doctorate in Educational Leadership and Policy Studies at the Graduate College of the University of Vermont. His research focused on reframing female leaders’ personal myths by way of metaphor. Jeff’s career in education has evolved from classroom teacher in central Harlem to special educator and adjunct faculty member at Johnson State College and St. Michaels College in Vermont. For 18 years he served as an elementary school principal and organizational consultant in New Hampshire. He has written extensively and presented at numerous state and national conferences on topics addressing school culture development, differentiated instructional design and creative problem-solving for educational and organizational reform. Jeff has just completed two years as the New Hampshire Principal in Residence for the NHSALT (School Administrators Leading with Technology) Project funded by the Bill and Melinda Gates Foundation.

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## Free Ebook The Parallel Curriculum in the Classroom, Book 2: Units for Application Across the Content Areas, K-12From Corwin

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Based on the Parallel Curriculum Model, this book provides curriculum units in social studies, science, art, and language arts for use in primary, elementary, middle, and high school settings.

Sales Rank: #6903946 in Books
Brand: Corwin
Published on: 2005-09-08
Original language: English
Number of items: 1
Dimensions: 11.30" h x 1.15" w x 8.44" l, 2.78 pounds
Binding: Hardcover
392 pages

Features

The big picture of grade level, subject, goals, and standards
The unpacking, or step-by-step explanation of the unit
The reasoning behind the unit designWhether using each parallel independently or combining all four parallels
Title - The Parallel Curriculum in the Classroom, Book 2.
Sub Title - Units for Application Across the Content Areas, K-12.

Review
"You will 'hear' the thinking of curriculum developers about how and why they crafted the units based on the PCM model, the requirements of their teaching context, and the needs of their students."
―From Book 2 (From Book 2 2009-01-21)

About the Author
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 policy at the University of Virginia’s Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirector of the University of Virginia’s Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests throughout 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.

Sandra N. Kaplan has been a teacher and administrator of gifted programs in an urban school district in California. Currently, she is clinical professor in learning and instruction at the University of Southern California’s Rossier School of Education. She has authored articles and books on the nature and scope of differentiated curriculum for gifted students. Her primary area of concern is modifying the core and differentiated curriculum to meet the needs of inner-city, urban, gifted learners. She is a past president of the California Association for the Gifted (CAG) and the National Association for Gifted Children (NAGC). She has been nationally recognized for her contributions to gifted education.

Jeanne H. Purcell is the consultant to the Connecticut State Department of Education for gifted and talented education. She is also director of UConn Mentor Connection, a nationally recognized summer mentorship program for talented teenagers that is part of the NEAG Center for Talent Development at the University of Connecticut. Prior to her work at the State Department of Connecticut, she was an administrator for Rocky Hill Public Schools (CT); a program specialist with the National Research Center on the Gifted and Talented, where she worked collaboratively with other researchers on national issues related to high-achieving young people; an instructor of Teaching the Talented, a graduate-level program in gifted education; and a staff developer to school districts across the country and Canada. She has been an English teacher, community service coordinator, and teacher of the gifted, K-12, for 18 years in Connecticut school districts and has published many articles that have appeared in Educational Leadership, Gifted Child Quarterly, Roeper Review, Educational and Psychological Measurement, National Association of Secondary School Principals’ Bulletin, Our Children: The National PTA Magazine, Parenting for High Potential, and Journal for the Education of the Gifted. She is active in the National Association for Gifted Children (NAGC) and serves on the Awards Committee and the Curriculum Committee of NAGC, for which she is the co-chair for the annual Curriculum Awards Competition.

Jann Leppien served as a gifted and talented coordinator in Montana prior to attending the University of Connecticut, where she earned her doctorate in gifted education and worked as a research assistant at the National Research Center for the Gifted and Talented. She has been a teacher for 24 years, spending 14 of those years working as a classroom teacher, enrichment specialist, and coordinator of the Schoolwide Enrichment Model in Montana. She is past president of the Montana Association for Gifted and Talented Education. Currently, she is an associate professor in the School of Education at the University of Great Falls in Montana. Leppien teaches graduate and undergraduate courses in gifted education, educational research, curriculum and assessment, creativity, and methods courses in math, science, and social studies. Her research interests include teacher collaboration, curriculum design, underachievement, and planning instruction for advanced learners. Leppien works as a consultant to teachers in the field of gifted education and as a national trainer for the Talents Unlimited Program. She is coauthor of The Multiple Menu Model: A Parallel Guide for Developing Differentiated Curriculum. She is active in the National Association for Gifted Children (NAGC), serving as a board member and newsletter editor of the Curriculum Division, and a board member of the Association for the Education of Gifted Underachieving Students.

Deborah E. Burns began her teaching career in 1973 as a Title I reading and mathematics teacher in a rural K-8 school in Michigan. She has worked as a K-8 classroom teacher, as a middle school language arts specialist, and as a program coordinator for a seven-district consortium. She has taught in preschool, summer, and Saturday programs, in resource rooms, a psychiatric ward, an orphanage, and at the university level. She has written grants, professional development modules, journal articles, assessments, program evaluations, curriculum units, and three books. She has also designed and implemented classroom-based research studies and conducted program and teacher evaluations. For the past 15 years, she has been employed by the University of Connecticut’s NEAG School of Education as a program director, an assistant professor, a research scientist, associate professor in residence, and most recently in Cheshire as curriculum coordinator for the district. She is an active member of the National Association for Gifted Children (NAGC) and has been a board member for the past five years. She is a member of the Curriculum Division and is co-chair of the annual Curriculum Awards Competition. Burns earned her bachelor’s degree in elementary education from Michigan State University in 1973. She pursued her graduate studies at Western Michigan University in clinical reading instruction and received her MEd from Ashland College in 1978 in remedial reading, administration, and supervision. She pursued additional graduate studies at Ohio State University involving administration, special education, and gifted education and received her PhD in educational psychology and gifted education from the University of Connecticut in 1987.

Cindy A. Strickland has been a teacher for twenty-five years and has worked with students of all ages, from kindergarten to master’s degree. A member of the ASCD Differentiation Faculty Cadre, Cindy works closely with Carol Ann Tomlinson and has coauthored several books and articles with her. In the past eight years, Cindy’s consulting work has taken her to forty-six states, five provinces, and three continents where she has provided workshops on topics relating to differentiation, the Parallel Curriculum Model (PCM), and gifted education.
Cindy’s publications include Staff Development Guide for the Parallel Curriculum; The Parallel Curriculum Model, 2nd edition; The Parallel Curriculum Model in the Classroom: Applications Across the Content Areas; and In Search of the Dream: Designing Schools and Classrooms That Work for High Potential Students from Diverse Cultural Backgrounds.

Publications in differentiation include Professional Development for Differentiated Instruction: An ASCD Toolkit, Exploring Differentiated Instruction, Tools for High-Quality Differentiated Instruction: An ASCD Toolkit, the ASCD online course Success with Differentiation, the book Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9–12, and a unit in the book Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5–9.

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Many useful applications!
By Kristal Tickle
Many useful applications!

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Five Stars
By L. Colgan
Great book!

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