About the Editor
Heidi Hayes Jacobs is founder and president of Curriculum Designers Inc., consults to schools nationally and internationally, and is executive director of the Curriculum Mapping Institute. She has taught courses at Columbia University's Teachers College in New York City since 1981. Among Jacobs's books are Interdisciplinary Curriculum: Design and Implementation; Mapping the Big Picture: Integrating Curriculum and Assessment K–12; Getting Results with Curriculum Mapping;
and is coauthor with Ann Johnson of The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development, all published by ASCD. Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking and Listening is published by Eye on Education. Her online courses appear with PBS Teacherline. Working with a wide range of organizations, Jacobs has consulted to the College Board, NBC Sunday Today show, the Peace Corps, the Discovery Channel, Children's Television Workshop, the Kennedy Center, Carnegie Hall, New York City Ballet Education, the International Baccalaureate, and state education departments. Her doctoral work was completed at Columbia University's Teachers College in 1981, studying under a national Graduate Leadership Fellowship from the Utah State Office of Education. Jacobs earned a master's degree at UMass at Amherst; her undergraduate studies were at the University of Utah in her birthplace, Salt Lake City. The fundamental backbone of Jacobs's experience comes from years as a teacher of high school, junior high school, and elementary children in Utah, Massachusetts, and New York. She is married with two adult children and lives in Westchester County. Contact Jacobs through
About the Contributing Authors
Frank W. Baker is a graduate of the University of Georgia (ABJ, Journalism). He has worked in both broadcast journalism and public education. In 1997, Baker taught a college-level media literacy course for educators and developed a nationally recognized media literacy resource Web site. In 1999, his content analysis of teaching standards in all 50 states revealed that almost all include elements of media literacy. Baker has presented at the national conferences of the International Reading Association, the National Middle Schools Association, and the National Council of Teachers of English (NCTE). He served on the NCTE's Commission on Media from 2005 to 2008. Baker assisted the South Carolina State Department of Education's English Language Arts team in revising the state teaching standards to include elements of media literacy. His first book, Coming Distractions: Questioning Movies, was published in 2007 by Capstone Press. In June 2007, Baker's work was recognized by the National PTA and the National Cable TV Association with the national Leaders in Learning award. He contributed a lesson plan to the NCTE text "Lesson Plans for Creating Media-Rich Classrooms." Baker's second book, Political Campaigns & Political Advertising: A Media Literacy Guide, was published in 2009 by Greenwood Press. Baker is an educational consultant and can be reached at FBaker1346@aol.com.
Jaimie P. Cloud is the founder and president of the Cloud Institute for Sustainability Education in New York City. The Cloud Institute monitors the evolving thinking and skills of the most important champions of sustainability, and transforms them into educational materials and a pedagogical system that inspire young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way.
Cloud is one of the pioneers of Education for Sustainability (EfS) in the United States. She writes and publishes extensively, and consults, coaches, and teaches in schools and school districts around the country and in other parts of the world. Cloud has developed exemplary curriculum units and full courses of study, and has produced a set of EfS Standards and Performance Indicators that schools are using to innovate their own curricula to educate for sustainability. Cloud also serves as chair of Communities for Learning Inc., a member of the Advisory Committee of The Buckminster Fuller Institute, and a member of the Editorial Board of the International Journal of Education for Sustainable Development. You may contact Cloud at Jaimie@cloudinstitute.org.
Arthur L. Costa is emeritus professor of education at California State University, Sacramento, and cofounder of the Institute for Intelligent Behavior in El Dorado Hills, California. He has served as a classroom teacher, a curriculum consultant, and an assistant superintendent for instruction and as the director of educational programs for the National Aeronautics and Space Administration. Costa has made presentations and conducted workshops in all 50 states as well as Mexico, Central and South America, Canada, Australia, New Zealand, Africa, Europe, Asia, and the Islands of the South Pacific.
Costa has written and edited numerous books, including Techniques for Teaching Thinking, The School as a Home for the Mind, and Cognitive Coaching. He is editor of Developing Minds: A Resource Book for Teaching Thinking and coeditor of the Process as Content trilogy; Costa is the co-author (with Bena Kallick) of the four-book developmental series,
Habits of Mind, along with Learning and Leading with Habits of Mind, and
Habits of Mind Across the Curriculum. His books have been translated into Arabic, Chinese, Italian, Spanish, and Dutch.
Active in many professional organizations, Costa served as president of the California Association for Supervision and Curriculum Development; he was the president of the Association for Supervision and Curriculum Development from 1988 to 1989.
Bena Kallick is a private consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the United States and internationally. Kallick received her doctorate in educational evaluation from Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, curriculum mapping, and assessment strategies for the classroom. Her written work includes Assessment in the Learning Organization, Learning and Leading with Habits of Mind, and Habits of Mind Across the Curriculum (the latter two coauthored with Art Costa) and Curriculum Mapping and Assessment to Improve Student Learning (coauthored with Jeff Colosimo).
Formerly a teachers' center director, Kallick also created a children's museum based on problem solving and invention. She was the coordinator of a high school alternative designed for at-risk students. She is cofounder of Performance Pathways, a company dedicated to providing easy-to-use software that helps integrate and make sense of data from curriculum, instruction, and assessment. Kallick has taught at Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and Union Graduate School. She is on the board of Communities for Learning. Kallick can be reached at 12 Crooked Mile Road, Westport, CT 06880. Phone or fax: 203-227-7261. E-mail: firstname.lastname@example.org.
Alan November is an international leader in education technology. His team at November Learning works with educators at all levels who strive to expand the boundaries of learning and bring authenticity and rigor into their classrooms. Visit www.novemberlearning.com to learn more about November's work and to gain access to a variety of useful resources. You may contact November at email@example.com
David Niguidula is founder of Ideas Consulting, an educational technology and consulting firm based in Providence, Rhode Island. Niguidula led the first research project on digital portfolios while at the Coalition of Essential Schools and Annenberg Institute for School Reform at Brown University. Through Ideas Consulting, Niguidula has developed the Richer Picture digital portfolio software tools and professional development workshops to help schools successfully implement portfolios in their own settings. Niguidula worked with policymakers and educators on statewide implementation of portfolios, including the use of portfolios as a graduation requirement. His most recent work helps schools connect portfolios to other initiatives, including curriculum mapping, individual learning plans, and personal literacy plans.
Niguidula has served on numerous national advisory boards and has presented his work on educational technology to groups including the U.S. Department of Education, the National Governors' Association, ASCD, the National Science Foundation, and the International Society for Technology in Education, and the European Institute for E- Learning.
Niguidula received two bachelor's degrees (in computer science and education) from Brown University and his doctorate in instructional technology and media from Teachers College, Columbia University.
Bill Sheskey is a lifetime educator with experience as a public school instructional technology specialist, classroom teacher, athletic coach, and is now affiliated with Heidi Hayes Jacobs's Curriculum Designers Inc. as a faculty member. Sheskey designed and facilitates a series of engaging workshops for educators at national, state, and local education conferences where participants leave the workshop with multimedia tools to immediately engage their students. These dynamic experiences for all levels of educators provide hands-on experience in the development of authentic assessment strategies, essential question writing, and digital literacy tools for the classroom. These multimedia and Web-based applications guide educators in creating learning environments where student achievement is the number one goal. Web site:
http://sheskeylearning.com. E-mail: firstname.lastname@example.org.
Vivien Stewart is senior advisor for education at Asia Society, where she has been leading a national effort to prepare American students and educators for the interconnected world of the 21st century. Stewart's position includes working with a network of state leaders to promote international education; developing a national initiative to expand the teaching of Chinese; creating a prizes program to recognize excellence in international education; providing publications and Web resources for teachers and students; and developing a model network of internationally oriented schools in inner cities around the United States. Internationally, Stewart has developed a series of international benchmarking exchanges to share expertise between American and Asian education, business, and policy leaders on how to improve education to meet the demands of globalization. Prior to Asia Society, she was the director of education programs at Carnegie Corporation of New York, where Stewart developed grant making and reform agendas on child and youth development issues and managed a series of influential education task forces. She has also been a senior advisor at the United Nations on refugee education. Stewart has undergraduate and graduate degrees from Oxford University. In 2007, she was awarded the Harold McGraw Prize for national contributions to education. E-mail: email@example.com.
Tim Tyson has been called the Pied Piper of Educational Technology by The School Library Journal. Tyson has worked in the field of education for nearly 30 years as a teacher (in middle school, high school, and college) and an administrator. He served the students in the Cobb County School District for about 20 years and was principal of Mabry Middle School before retiring. Tyson was named one of Georgia's High Performance Principals by Governor Sonny Purdue.
Tyson has a passion for meaningful, authentic student engagement and envisions technology as a centerpiece for irresistible academic achievement through creative, global, project-based learning activities. Tyson is now supporting the education profession on a national and international level by sharing his passion for and practical expertise in integrating technology into the entire school plan—a vision that works. E-mail: firstname.lastname@example.org, Web site: drtimtyson.com.
Stephen Wilmarth is an education futurist and social entrepreneur who brings innovative thinking to curriculum design issues arising out of rapidly changing workforce needs in a global knowledge economy. In 2008, he founded New School Student Ambassadors Inc., a nonprofit organization developing model private schools in northwest China that facilitate participatory learning programs using project-based curriculum and rapidly evolving social media technologies.
Wilmarth is a visiting lecturer at Ningxia Polytechnic University and Ningxia Teachers University in northwest China, and a featured speaker at several international conferences on curriculum reform and design. He serves as a consultant to the software developer for the Hanban, the official Chinese agency charged with developing language learning and cultural export programs for the Chinese government through worldwide Confucius Institutes.
Wilmarth is a former classroom teacher and a guest lecturer at MIT's Sloan School of Management, the London Business School, and University of Connecticut's Graduate School of Business. He is an active proponent of participatory learning through membership in the Action Coalition for Media Education and the MIT Center for Future Civic Media, and as a friend of the Information Society Project at Yale Law School. Contact Wilmarth by e-mail at Stephen.Wilmarth@Gmail.com.