Minding the Achievement Gap One Classroom at a Time
(eBook)

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Published
ASCD, 2012.
Status
Available Online

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Format
eBook
Language
English
ISBN
9781416614715

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Citations

APA Citation, 7th Edition (style guide)

Jane E. Pollock., Jane E. Pollock|AUTHOR., Sharon M. Ford|AUTHOR., & Margaret M. Black|AUTHOR. (2012). Minding the Achievement Gap One Classroom at a Time . ASCD.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Jane E. Pollock et al.. 2012. Minding the Achievement Gap One Classroom At a Time. ASCD.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Jane E. Pollock et al.. Minding the Achievement Gap One Classroom At a Time ASCD, 2012.

MLA Citation, 9th Edition (style guide)

Jane E. Pollock, Jane E. Pollock|AUTHOR, Sharon M. Ford|AUTHOR, and Margaret M. Black|AUTHOR. Minding the Achievement Gap One Classroom At a Time ASCD, 2012.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work IDb0465a04-0f56-08d8-4f03-89470395f5fe
Full titleminding the achievement gap one classroom at a time
Authorpollock jane e
Grouping Categorybook
Last Update2021-09-16 20:56:14PM
Last Indexed2022-01-28 05:52:08AM

Book Cover Information

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First LoadedFeb 28, 2021
Last UsedFeb 28, 2021

Hoopla Extract Information

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    [synopsis] => Curiosity and inspiration are powerful catalysts for learning. In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students? readiness levels, interests, and learning profiles to address student diversity. In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide scaffolds--as well as high-speed elevators-for:
• The content of lessons,
• The processes used in learning, and
• The products of learning.
Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum, compacting, sidebar investigations, entry points, graphic organizers, contracts, and portfolios.
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