The empirically based Parallel Curriculum Model shows teachers how to create meaningful, emotive, and engaging curriculum that challenges all learners according to their interests and abilities.
The empirically based Parallel Curriculum Model shows teachers how to create meaningful, emotive, and engaging curriculum that challenges all learners according to their interests and abilities.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Marcia B. Imbeau is an associate professor at the University of Arkansas, Fayetteville, where she teaches graduate courses in gifted education and elementary education. She is actively involved with university/public school partnerships and teaches in a local elementary school as a university liaison. Her professional experience includes serving as a field researcher for the National Research Center on the Gifted and Talented, elementary teaching in the regular classroom, teaching in programs for the gifted, and coordinating university-based and Saturday programs for advanced learners. Imbeau has been a board member for the National Association for Gifted Children and has served as a governor at-large for the Council for Exceptional Children - The Association for the Gifted Division. She is a past president of Arkansans for Gifted and Talented Education, a state organization that supports appropriate instructional services for all students. Working with special education colleagues, she has coauthored How to Use Differentiated Instruction With Students with Disabilities in the General Education Classroom as a service publication for the Council for Exceptional Children. Her most recent publication may be found in Designing Services and Programs for High-Ability Learners. Imbeau is a member of the ASCD's Differentiated Instruction Cadre, which provides support and training to schools interested in improving their efforts to meet the academically diverse learning needs of their students.
Inhaltsangabe
About the Editor About the Contributors Introduction: A Brief History of the Parallel Curriculum Model (PCM) 1. Plants Alive, by Christy D. McGee 2. Point of View Under Transition: Using the Work of Chris Van Allsburg, by Laurie Boen 3. Experience Poetry (Grades 2-5), by Leighann Pennington 4. Getting to the Heart of Mathematical Numbers and Operations (Grades 2-5), by Linda H. Eilers 5. Preserving Our Identity: Learning About the History of Our State (Intermediate), by Jennifer Beasley 6. Conundrums in Criminalistics: Clues, Culprits, and Conclusions (Grades 4-5), by Lisa DaVia Rubenstein Index
About the Editor About the Contributors Introduction: A Brief History of the Parallel Curriculum Model (PCM) 1. Plants Alive, by Christy D. McGee 2. Point of View Under Transition: Using the Work of Chris Van Allsburg, by Laurie Boen 3. Experience Poetry (Grades 2-5), by Leighann Pennington 4. Getting to the Heart of Mathematical Numbers and Operations (Grades 2-5), by Linda H. Eilers 5. Preserving Our Identity: Learning About the History of Our State (Intermediate), by Jennifer Beasley 6. Conundrums in Criminalistics: Clues, Culprits, and Conclusions (Grades 4-5), by Lisa DaVia Rubenstein Index
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