Adler, M. J. (1982). The Paideia proposal: An educational manifesto. New York: Macmillan.

Allington, R. (2003). The schools we have, the schools we need. Retrieved September 11, 2003, from http://cela.albany.edu/schools/rtinvite.html.

Amabile, T. (1983). The social psychology of creativity. New York: Springer.

Anderson, R., & Pavan, B. (1993). Nongradedness: Helping it to happen. Lancaster, PA: Technomic.

Association for Supervision and Curriculum Development. (2003). Differentiated instruction stage 2: An ASCD professional development planner. Alexandria, VA: Author.

Banks, J. (1993). Multicultural education: Issues and perspectives (2nd ed.). Boston: Allyn & Bacon.

Banks, J. (1994). Multiethnic education: Theory and practice (3rd ed.). Boston: Allyn & Bacon.

Black, P., & William, D. (1998). Inside the black box: Raising standards for classroom assessment. Phi Delta Kappan, 80(2), 139–148.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I. Cognitive domain. New York: Longmans, Green.

Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (expanded edition). Washington, DC: National Research Council.

Bransford, J., Brown, A. L., Cocking, R. R., & National Research Council (U.S.), Committee on Developments in the Science of Learning. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Brighton, C., Hertberg, H., Callahan, C., Tomlinson, C., & Moon, T. (In press). The feasibility of high end learning in academically diverse middle schools. Storrs, CT: National Research Center on the Gifted and Talented.

Brimijoin, K. (2002). Expertise in differentiation: A preservice and inservice teacher make their way. Unpublished doctoral dissertation, University of Virginia, Charlottesville, VA.

Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.

Collins, M., & Amabile, T. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 297–312). New York: Cambridge University Press.

Costa, A., & Kallick, B. (2000). Discovering and exploring habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Costa, A., & Kallick, B. (2000). Activating and engaging habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Covey, S. (1989). Seven habits of highly effective people: Restoring the character ethic. New York: Simon & Schuster.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.

Csikszentmihalyi, M., Rathunde, K. R., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.

Darling-Hammond, L., Ancess, J., & Ort, S. W. (2002). Reinventing high school: Outcomes of the Coalition Campus Schools Project. American Educational Research Journal, 39(3), 639–673.

Day, H. I., Berlyne, D. E., Hunt, D. E., & Ontario Institute for Studies in Education, Department of Applied Psychology. (1971). Intrinsic motivation: A new direction in education. Toronto: Holt.

Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.

Dunn, R. (1996). How to implement and supervise a learning styles program. Alexandria, VA: Association for Supervision and Curriculum Development.

Dunn, R., & Griggs, S. (1995). Multiculturalism and learning style: Teaching and counseling adolescents. Westport, CT: Praeger.

Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin.

Educational Research Service. (2003). What we know about culture and learning. Arlington, VA: Author.

Erickson, L. (1998). Concept-based curriculum and instruction. Thousand Oaks, CA: Corwin.

Fisher, C., Berliner, D., Filby, N., Marliave, R., Cahen, L., & Dishaw, M. (1980). Teaching behaviors, academic learning time, and student achievement: An overview. In C. Denham & A. Lieberman (Eds.), Time to learn (pp. 7–32). Washington, DC: National Institutes of Education.

Flavell, J. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.

Garcia, G. (1995). Equity challenges in authentically assessing students from diverse backgrounds. Educational Forum, 59(1), 64–73.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gayfer, M. (1991). The multi-grade classroom: Myth and reality, a Canadian study. Toronto: Canadian Education Association.

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Grigorenko, E., & Sternberg, R. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63, 295–312.

Gurian, M. (2001). Boys and girls learn differently: A guide for teachers and parents. San Francisco: Jossey-Bass.

Guskey, T. (2000). Grading policies that work against standards . . . and how to fix them. NASSP Bulletin, 84(620), 28.

Guskey, T., & Bailey, J. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin.

Hébert, T. (1993). Reflections at graduations: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16(1), 22–28.

Hendrie, C. (2002). Errors on tests in Nevada and Georgia cost publisher Harcourt. Education Week, 22(1), 24.

Hennessey, B., & Zbikowski, S. (1993). Immunizing children against the negative effects of reward: A further examination of intrinsic motivation training techniques. Creativity Research Journal, 6, 297–307.

Howard, P. (1994). An owner's manual for the brain. Austin, TX: Leorian.

Hunt, D. E. (1971). Matching models in education [Monograph No. 10]. Ontario, Canada: Institute for Studies in Education.

Jackson, A., & Davis, G. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Kameenui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Kean, M. (1994). Criteria for a good assessment system. Proceedings of the 1994 National Association of Test Directors Annual Symposium, presented at the National Council on Measurement in Education Annual Conference, New Orleans, LA.

Knapp, M. S., Shields, P., & Turnbull, B. J. (1992). Academic challenge for children of poverty: The summary report. Arlington, VA: Educational Research Service.

LaParo, K., Pianta, R., & Cox, M. (2000). Teachers' reported transition practices for children transitioning into kindergarten and first grade. Exceptional Children, 67(1), 7–20.

Lasley, T., & Matczynski, T. (1997). Strategies for teaching in a diverse society: Instructional models. Belmont, CA: Wadsworth.

Levine, M. (2002). A mind at a time. New York: Simon & Schuster.

Martin, M., Mullis, I., Gregory, K., Hoyle, C., & Shen, C. (2000). Effective schools in science and mathematics: IEA's third international math and science study. Boston: International Study Center, Lynch School of Education, Boston College.

Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R., & Kendall, J. (1998). Content knowledge. Aurora, CO: Mid-continent Regional Educational Laboratory.

McTighe, J., & Seif, E. (2002). Observable indicators of teaching or understanding. Available online: http://www.ubdexchange.org.

McTighe, J., & Wiggins, G. (2004). The Understanding by Design professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Miller, B. (1990). A review of the quantitative research on multigrade instruction. Research in Rural Education, 7, 3–12.

National Board for Professional Teaching Standards. (1989). What teachers should know and be able to do. Available online: http://www.nbpts.org/about/coreprops.cfm#introfcp (accessed December 28, 2004).

Newmann, F., Bryk, A., Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence. Chicago: Consortium on Chicago School Research.

Nickerson, R. (1989). New directions in educational assessment (Interview on assessment issues with Lori Shepard). Phi Delta Kappan, 70(9), 680–697.

O'Connor, K. (2002). How to grade for learning: Linking grades to standards. Arlington Heights, IL: Skylight.

Reeves, D. (2002). Making standards work. Englewood, CA: Center for Performance Assessment.

Renninger, K. (1990). Children's play interests, representations, and activity. In R. Fivush & Hudson, J. (Eds.), Knowing and remembering in young children (Emory Cognition Series, Vol. 3, pp. 127–165). New York: Cambridge University Press.

Sarason, S. (1990). The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey-Bass.

Smith, J., Lee, V., & Newmann, F. (2001). Instruction and achievement in Chicago elementary schools. Chicago: Consortium on Chicago School Research.

Sternberg, R. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

Sternberg, R. (1997). What does it mean to be smart? Educational Leadership, 55(7), 20–24.

Sternberg, R., Torff, B., & Grigorenko, E. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90, 374–385.

Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.

Sullivan, M. (1993). A meta-analysis of experimental research studies based on the Dunn and Dunn learning styles model and its relationship to academic achievement and performance. Unpublished doctoral dissertation, St. John's University, Jamaica, NY.

Taba, H., & Elkins, D. (1966). Teaching strategies for the culturally disadvantaged. Chicago: Rand McNally.

Tannen, D. (1990). You just don't understand: Women and men in conversation. New York: Ballantine.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (2005, November 18). Differentiated instruction as a way to achieve equity and excellence in today's schools. Presentation at Canadian Teachers' Federation Conference on Building Inclusive Schools, Ottawa, Ontario.

Tomlinson, C., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L., & Reynolds, T. (2004). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119–145.

Tomlinson, C., Callahan, C., & Lelli, K. (1997). Challenging expectations: Case studies of high-potential, culturally diverse young children. Gifted Child Quarterly, 41(2), 5–17.

Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Vygotsky, L. (1962). Thought and language. Cambridge, MA: The MIT Press.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

White, K. (1999). Test company apologizes for N.Y.C. summer school mix-up. Education Week, 19(3), 8.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.