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This book explores how school leaders can develop responsive, personalized, and differentiated classrooms. Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike.

Tabla de contenidos provista por Syndetics

• Acknowledgments(p. v)
• 1 Understanding Differentiated Instruction: Building a Foundation for Leadership(p. 1)
• 2 Reasons for Optimism About Differentiation: Its Basis in Theory and Research(p. 16)
• 3 Lessons from the Literature of Change: What Leaders for Differentiation Need to Know(p. 33)
• 4 Establishing Conditions to Initiate Systemic Change(p. 49)
• 5 Practical Strategies for Implementing a Differentiation Growth Plan(p. 65)
• 6 Staff Development That Supports Differentiation(p. 77)
• 7 Continuation of Systemic Growth Toward Differentiation(p. 87)
• 8 Communicating with Parents and the Public About Differentiation(p. 103)
• 9 Growth Toward Differentiation in Context: A Case Study of Change in Process(p. 116)
• 10 Planning for the "What" and the "How" of Differentiation(p. 132)
• Appendix(p. 139)
• References(p. 152)
• Index(p. 157)
• About the Authors(p. 167)

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CHOICE Review

Tomlinson (Univ. of Virginia) and Allan (Grosse Pointe, Michigan public schools) present a blueprint for schools interested in implementing differentiation of instruction--teacher's reacting responsively to learner's needs. The first section offers a useful concept map for differentiating instruction via differentiation principles: content, process or product according to student readiness, interests or learning profile through a range of 24 instructional and management strategies. The comprehensive nature of the book includes solid sections on knowledge base, policies, research results, change theory, staff development, and parent communication to support the implementation of differentiated instruction at the school or district level. Each section contains valuable up-to-date sources and references for further exploration of differentiated instruction. A case study of the Charlottesville city schools closes the book by providing important insights for implementing differentiated instruction. This solid resource for practicing educational leaders can also be used as a supplemental text for undergraduate or graduate students. J. A. Beckwith Northeastern Illinois University

Notas de autor provistas por Syndetics

Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations, and Policy at Curry School of Education, University of Virginia
Susan Demirsky Allan is Assistant Superintendent for Curriculum and Instruction for the Grosse Pointe (Michigan) Public Schools