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by Carol Ann Tomlinson and Marcia B. Imbeau
Table of Contents
Carol Ann Tomlinson began her career in education as a public school teacher, ultimately spending 21 years as a classroom teacher and in various administrative roles. During that time, she taught preschool, middle school, and high school students in the content areas of English/language arts, history, and German. She also served as director of programs for advanced and struggling learners and as a community relations coordinator. While a teacher in the Fauquier County (Virginia) public schools, she received recognition as Outstanding Teacher at Warrenton Junior High School, Jaycees Outstanding Young Educator, American Legion Outstanding Educator, and the Soroptimist Distinguished Women in Education Award. She was named Virginia's Teacher of the Year in 1974.
Currently the William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy at the University of Virginia's Curry School of Education, where she is also Co-Director of the University's Institutes on Academic Diversity, Tomlinson works with both graduate and undergraduate students, particularly in the areas of curriculum and differentiated instruction. She was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008.
Tomlinson, along with several colleagues, has researched differentiation in a variety of contexts. Among them are preservice teachers' understanding of and ability to address student differences; the nature of the change process in schools that implement differentiation; achievement impacts of differentiation in middle school, elementary, and high school settings; and profiles of teachers whose classroom practice enhances success of students from low-economic and/or cultural minority groups.
Her more than 250 books, book chapters, articles, and other educational materials include (for ASCD): How to Differentiate Instruction in Mixed-Ability Classrooms (2nd edition), The Differentiated Classroom: Responding to the Needs of All Learners, Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching, Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids (with Jay McTighe), and The Differentiated School: Making Revolutionary Changes in Teaching and Learning (with Kay Brimijoin and Lane Narvaez).
She works regularly throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations. She can be reached at the University of Virginia's Curry School of Education, P.O. Box 400277, Charlottesville, VA 22904, or by e-mail at firstname.lastname@example.org.
Marcia B. Imbeau is an associate professor in the Department of Curriculum and Instruction at the University of Arkansas at Fayetteville, where she teaches graduate courses in childhood education and gifted education. She is actively involved in university and public school partnerships, working regularly with her interns and their mentor teachers as a university liaison and teaching courses in curriculum development, differentiation, classroom management, and action research. She was awarded the College of Education and Health Professions' Outstanding Teaching Award in 2000 and 2003.
Imbeau's professional experience includes teaching in a general education classroom, teaching in programs for students identified as gifted, and coordinating university-based enrichment programs for advanced learners. She has served as a board member and member of the executive committee of the National Association for Gifted Children and of the Council for Exceptional Children's TAG division. She has also served as the president of Arkansans for Gifted and Talented Education, a state organization that supports appropriate services for all students.
Among her publications are The Parallel Curriculum: A Design to Develop Learner Potential and Challenge Advanced Learners (2nd Edition) (with Carol Tomlinson, Sandy Kaplan, Joseph Renzulli, Jeanne Purcell, Jann Leppien, Deborah Burns, and Cindy Strickland); a book chapter, "Designing a Professional Development Program," for Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education edited by J. H. Purcell and R. D. Eckert; and How to Use Differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom (with Barbara Gartin, Nikki Murdick, and Darlene Perner).
Imbeau has been a regular presenter at ASCD conferences and institutes and, as a member of the ASCD Differentiated Instruction Cadre, works regularly with schools and districts to help teachers and leaders implement differentiation as a vehicle for achieving success for all learners. She can be reached at the University of Arkansas, G05 Stone House, Department of Curriculum and Instruction, Fayetteville, AR 72701, or by e-mail at email@example.com.
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