Access Center. (2000). Universal design to support access to the general education curriculum. Retrieved
from the Access Center website.
Ainsworth, L. (2003) Power standards: Identifying the standards that matter the most. Englewood, CO:
Advanced Learning Press.
Argyris, M., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco,
CA: Jossey-Bass.
Aronson, E. (1990). Applying social psychology to desegregation and energy conservation.
Personality & Social Psychology Bulletin, 16, 118-132.
Aronson, E. (1991). How to change behavior. In R. Curtis & G. Stricker (Eds.), How people change: Inside
and outside therapy. New York, NY: Plenum.
Aronson, E. (1992). Stateways can change folkways. In R. M. Baird & S. E. Rosenbaum (Eds.), Bigotry,
prejudice and hatred: Definitions, causes & solutions (pp. 185-201). Buffalo, NY: Prometheus.
Aronson, E. (May/June, 2000). Nobody left to hate: Developing the empathic schoolroom. The Humanist, 60, 17-21.
Aronson, E. (2000). Nobody left to hate: Teaching compassion after Columbine. New York, NY: W. H. Freeman.
Aronson, E. (2008). The social animal (10th ed.). New York, NY: Worth/Freeman. [Translated into 14 foreign languages]
Aronson, E., Blaney, N., Stephin, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.).
New York, NY: Addison Wesley Longman.
Aronson, E., Wilson, T. D., & Akert, R. M. (2007). Social psychology (6th ed.). Garden City, NJ: Prentice Hall.
Aronson, E., Blaney, N., Sikes, J., Stephan, C., & Snapp, M. (1975, February). Busing and racial tension:
The jigsaw route to learning and liking. Psychology Today, 8, 43-50.
Aronson, E., Blaney, N. T., Stephan, C., Rosenfield, R., & Sikes, J. (1977). Interdependence in the classroom:
A field study. Journal of Educational Psychology, 69, 121-128.
Aronson, E., & Bridgeman, D. (1979). Jigsaw groups and the desegregated classroom: In pursuit of common goals.
Personality and Social Psychology Bulletin, 5, 438-446.
Aronson, E., Bridgeman, D., & Geffner, R. (1978). Interdependent interactions and prosocial behavior.
Journal of Research and Development in Education, 12, 16-27.
Aronson, E., Bridgeman, D., & Geffner, R. (1978). The effects of cooperative classroom structure on
student behavior and attitudes. In D. Bar Tal & L. Saxe (Eds.), Social psychology of education (pp. 257-272).
Washington, DC: Hemisphere.
Aronson, E., & Gonzalez, A. (1988). Desegregation, jigsaw and the Mexican-American experience. In P.
Katz & D. Taylor (Eds.), Eliminating racism (pp. 301-314). New York, NY: Plenum.
Aronson, E., & Goode, E. (1980). Training teachers to implement jigsaw learning: A manual for teachers. In S.
Sharan, P. Hare, C. Webb, & R. Hertz-Lazarowitz (Eds.), Cooperation in education (pp. 47-81).
Provo, UT: Brigham Young University Press.
Aronson, E., & Osherow, N. (1980). Cooperation, prosocial behavior, and academic performance:
Experiments in the desegregated classroom. Applied Social Psychology Annual, 1, 163-196.
Aronson, E., & Thibodeau, R. (1992). The jigsaw classroom: A cooperative strategy for reducing prejudice. In J.
Lynch, C. Modgil, & S. Modgil (Eds.), Cultural diversity in the schools. London, England: Falmer Press.
Aronson, E., & Yates, S. (1983). Cooperation in the classroom: The impact of the jigsaw method on inter-ethnic
relations, classroom performance and self-esteem. In H. Blumberg & P. Hare (Eds.), Small groups. London,
England: John Wiley & Sons.
Anderson, M., & Dousis, A. (2006). The research-ready classroom: Differentiating instruction across content areas.
Portsmouth, NH: Heinemann.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81).
New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego,
CA: Academic Press, 1998).
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice-Hall.
Bandura, A. (1991a). Self-efficacy mechanism in physiological activation and health-promoting behavior. In J. Madden,
IV (Ed.), Neurobiology of learning, emotion and affect (pp. 229- 270). New York, NY: Raven.
Bandura, A. (1991b). Self-regulation of motivation through anticipatory and self-regulatory mechanisms.
In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69-164).
Lincoln: University of Nebraska Press.
CAST. (2009). Guidelines for Universal Design for Learning 1.0. Retrieved from the CAST website.
Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. Thousand Oaks,
CA: Corwin.
Chapman, C., & King, R. (2005). 11 practical ways to guide teachers toward differentiation.
Journal of Staff Development, 26(4), 20-25.
Collins, J. (2001). Good to great. New York, NY: HarperBusiness.
Dahl, S. (2009). Why DI?: An Introduction to Differentiated Instruction [CD]. Spokane, WA:
Virtual Education Software, inc.
Danielson, M., & McGreal, T. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA:
Association for Supervision and Curriculum Development.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
Dewey, J. (1938). Experience and education. New York, NY: McMillan.
Elmore, R. (2002). Building capacity to enhance learning: A conversation. Principal Leadership, 2(5).
Fierros, E. G. (2004). How multiple intelligences theory can guide teachers’ practices: Ensuring success for
students with disabilities. Retrieved from Urban Schools website.
Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction: Different strategies for different learners.
Crystal Spring Books.
Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in the schools. New York, NY: Teachers College Press.
Gardner, H. (1999). Intelligence reframed. Multiple intelligences for the 21st century. New York, NY: Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
Glasser, W. (1986). Control theory in the classroom. New York, NY: Harper & Row.
Glasser, W. (1969). Schools without failure. New York, NY: Harper & Row.
Glasser, W. (1992). The quality school: Managing Students without coercion. New York, NY: HarperCollins.
Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies: One size doesn’t fit all.
Thousand Oaks, CA: Corwin Press.
Gregory, G. H., & Kuzmich, L. (2004). Data driven differentiation in the standards-based classroom.
Thousand Oaks, CA: Corwin Press.
Gregory, G. (2005). Differentiating instruction with style: Aligning teacher and learner intelligences for maximum
achievement. Thousand Oaks, CA: Corwin.
Gregory, G., & Kuzmich, L. (2004). Data driven differentiation in the standards-based classroom. Thousand Oaks,
CA: Corwin.
Gregory, G., & Kuzmich, L. (2005). Differentiated literacy strategies for student growth and achievement in grades K–6.
Thousand Oaks, CA: Corwin.
Guild, P. B., & Garger, S. (1998). What is differentiated instruction? In Marching to different drummers (2nd ed., p. 2).
Alexandria, VA: ASCD.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum.
Heacox, Diane. (2001). Differentiating instruction in the regular classroom: How to reach and teach all learners,
grades 3-12. Minneapolis, MN: Free Spirit.
Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (1985). Learning to cooperate:
Cooperating to learn. New York, NY: Plenum.
Howard, P. (1994). The owner’s manual for the brain: Everyday applications from mind-brain research. Austin, TX:
Leornian Press.
Howell, K., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Stamford, CT:
Thompson.
Jackson, R. (2009). Never work harder than your students & other principles of great teaching. Alexandria, VA: ASCD.
Jacobs, H. (2004). Getting results with curriculum mapping. Alexandria, VA: ASCD.
Lachat, M. A. (2001). Data-driven high school reform: The breaking ranks model.
Lawrence-Brown, C. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit
the whole class. American Secondary Education, 32(3), 34-62.
Lent, R. W., & Hackett, G. (1987). Career self-efficacy: Empirical status and future directions. Journal of Vocational Behavior, 30, 347-382.
Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E., & Smerdon, B. (1999). Teacher quality: A report on the
preparation and qualifications of public school teachers (NCES 1999-080). Washington, DC: National Center
for Education Statistics. Retrieved from the NCES website.
Maddux, J. E., & Stanley, M. A. (Eds.). (1986). Special issue on self-efficacy theory. Journal of Social and
Clinical Psychology, 4(3).
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
Research-based strategies for every teacher. Alexandria, VA: ASCD.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies
for increasing student achievement. Alexandria, VA: ASCD.
Maslow, A. (1954). Motivation and personality. New York, NY: Harper & Row.
Medina, J. (2008). Brain rules. Seattle, WA: Pear Press.
National Center on Accessing the General Curriculum (NCAC). (2000). Differentiated instruction:
Effective classroom practices report. U.S. Department of Education.
Northey, S. (2005). Handbook on differentiated instruction for middle and high schools.
Larchmont, NY: Eye On Education.
Pettig, K. L. (2000). On the road to differentiated practice. Education Leadership, 8(1), 14-18.
Reeves, D. B. (2004). Accountability at a crossroads: The nation needs school leaders who will make
accountability decisions that are grounded in research, not popularity. Virginia Journal of Education, November.
Reeves, D. (2000). Accountability in action: A blueprint for learning organizations. Denver, CO.
Advanced Learning Centers.
Reis, S. M., Kaplan, S. N., Tomlinson, C. A., Westberg, K. L., Callahan, C. M., & Cooper, C. R. (1998, November).
Equal does not mean identical. Educational Leadership, 56(3), 74-77.
Richards, H., Brown, A., & Forde, T. (2006). Addressing diversity in schools: Culturally responsive pedagogy.
Teaching Exceptional Children, 39(3), 64-68.
Roberts, J. L., & Inman, T. F. (2007). Strategies for differentiating instruction: Best practices for the classroom.
Waco, TX: Prufrock.
Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.),
Research on motivation in education (Vol. 3: Goals and cognitions, pp. 13-44). San Diego, CA: Academic Press.
Schwarzer, R. (Ed.). (1992). Self-efficacy: Thought control of action. Washington, DC: Hemisphere.
Sizer, T. R. (2001). No two are quite alike: Personalized learning. Educational Leadership, 57(1), 6-11.
Slavin, R. E. (1990). Cooperative learning: Theory, research and practice. Englewood Cliffs, NJ: Prentice Hall.
Smith, M. K. (2001). Chris Argyris: Theories of action, double-loop learning and organizational learning.
In The encyclopaedia of informal education. Retrieved from the infed website.
Stanovich, P., & Stanovich, K. (2003, May). Using research and reason in education: How teachers can use
scientifically based research to make curricular and instructional decisions. Stiggins, R. (1997).
Student-centered classroom assessment. Upper Saddle River, NJ: Prentice-Hall.
Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems.
Portland, OR: Educational Testing Service, Assessment Training Institute.
Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most.
New York, NY: Penguin.
Tavris, C., & Aronson, E. (2007). Mistakes were made (but not by me): Why we justify foolish beliefs, bad decisions,
and hurtful acts. New York, NY: Harcourt.
Tomlison, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
Tomlinson, C.A. (1999). Differentiated instruction. Alexandria, VA: ASCD.
Tomlison, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16.
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.
Tomlinson, C. A. (2000, September). Reconcilable differences? Standards-based teaching and differentiation.
Educational Leadership, 58(1), 6-11.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.
Tomlinson, C. A. (2001, February). Standards and the art of teaching: Crafting high-quality classrooms. NAASP
Bulletin, 85(622), 38-47. doi:10.1177/019263650108562206
Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum.
Alexandria, VA: ASCD.
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design:
Connecting content and kids. Alexandria, VA: ASCD.
Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today’s schools.
Lawrence, KS: Pearson.
USDOE. (1999, January). Teacher quality: A report on the preparation and qualifications of public school teachers.
Retrieved from the NCES website.
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of
Teacher Education, 53(13), 20-32. doi: 10.1177/0022487102053001003
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wagner, T., & Kegan, R. (2006). Change leadership: A practical guide to changing our schools. San Francisco,
CA: Jossey-Bass.
White, J. (1982). Rejection. Reading, MA: Addison-Wesley.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.
Wiggins, G. & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36-41.
Wiggins, G., & McTighe, J. (2008). Schooling by design. Alexandria, VA: ASCD.
Willis, S., & Mann, L. (2000, Winter). Differentiating instruction: Finding manageable ways to meet individual needs.
Curriculum Update. Retrieved from the ASCD website.
Wood, R. E., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management
Review, 14, 361-384.
Handout sources
Multiple Intelligence Theory Handout. Source: National Institute for Urban School Improvement (NIUSI). Edward Garcia Fierros. (2004). How multiple intelligences theory can guide teachers’ practices: ensuring success for students with disabilities. Retrieved from the Urban Schools (NIUSI) website.
An Educator's Journey Toward Multiple Intelligences Handout. (Source: Scott Seider, assistant professor of education at Boston University).
Seattle School District Strategic Plan.
Threats to Student Success Handout. (Source: Adapted from Kovalik & Olsen, 2001, pp. 2.9-2.10)
Changing teaching practices: Using curriculum differentiation to respond to students’ diversity (printed by UNESCO in Paris, France).
The Public Education Leadership Project, Harvard Graduate School of Education and Harvard Business School.
Articles:
• Caine, R. N. (2000, November). Building the bridge from research to classroom. Educational Leadership, 58(3). This article describes what happens to the brain and learning when downshifting takes place.
• Given, B. (2000, November). Theaters of the mind. Educational Leadership, 58(3).
A description of how the brain takes in information, 24-7 is provided. It has strong implications for educators regarding the types of learning students are expected to do and can actually do, based on brain-based research.
• Wolfe, P. (1998, November). Revisiting effective teaching. Educational Leadership, 56(3).
Brain-based research is compared to Madeline Hunter's Elements of Effective Instruction, and affirms that Hunter’s work is still relevant and valid.
Books:
• Given, B. (2002). Teaching to the brain's natural learning systems. Alexandria, VA: ASCD.
This book provides an overview of how the brain is structured. It covers the brain's systems of emotions, social, cognitive, physical, and reflective learning. It does provide applications of the ideas to the classroom.
• Gurian, M. (2001) Boys and girls learn differently. San Francisco, CA: Jossey-Bass.
This is a guide to brain-based research and how it relates to the different ways in which males and
females learn. Most of the book is divided into age-appropriate sections that deal with the developmental, chemical, hormonal, emotional, and functional differences of the specific ages and genders.
• Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: The Brain Store.
The author is one of the foremost authorities in this field. This book is easily understandable. It explains brain-compatible learning, applications of the information to learning and the environment, and how to use the information in the classroom.
• Sprenger, M. B. (2002) Becoming a wiz at brain-based teaching. Thousand Oaks, CA: Corwin Press.
An analogy is used to connect brain learning to the Wizard of Oz. It provides an overview of the physical structure of the brain, explaining how the brain deals with stress, emotions, cognitive skills, and the learning environment.
• Wolfe, P. (2001) Brain matters. Alexandria, VA: ASCD.
This book is for those who would like more advanced information on the structure and function of the brain. The implementation section provides practical suggestions and projects for the classroom.
Submitted By: Dr. Karen Walker, University of Maine, Farmington
This is provided as a service to educators by The Principals Partnership and Union Pacific Foundation, neither of which assumes any responsibility for the content of the brief or the positions taken by the authors or the Web sites or other authors whose works are included. This research brief reflects information currently available and is not the official position of The Principals Partnership or Union Pacific Foundation.
Relevant websites are listed in the course bibliography of the syllabus.