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by Pérsida Himmele and William Himmele
Table of Contents
We would like to acknowledge the friends and colleagues who have helped bring this book to completion, as well as those who have shaped our thinking along the way. We want to thank Genny Ostertag, acquisitions editor, who helped us refine the topic for the first edition of this book, and who later supported us through the proposal and writing stage of the second edition. We also want to thank Darcie Russell, our project manager, who has been a joy to work with and whose perceptive eye was so helpful in producing this second edition. And Georgia Park, senior graphic designer, and Kevin Davis, lead photographer, did fabulous work in making this book visually appealing and supporting the effectiveness of the text. We'd like to thank Stefani Roth, publisher, and Laura Lawson and Deborah Siegel, who worked on the first edition and gave this book a great start. And we'd like to thank Julie Huggins, who did a great job improving and fine-tuning our accompanying TPT Quick Reference Guide. We have always felt that ASCD produces high-quality work, and we are proud to be among its authors.
We'd like to thank Keely Potter, a dear friend, a gifted teacher, and currently Director of Teacher Effectiveness at the Tennessee Department of Education. She has had a lasting impression on the lives of those whom she has taught, as well as on us. Keely doesn't just teach the mind—she touches hearts. We are indebted to Keely for demonstrating the Total Participation Techniques and for scouting out great teachers who could provide us with real-life examples for this book.
We are indebted to Karen Hess and the Manheim Central School District administration in south-central Pennsylvania for allowing us to work alongside eight fabulous teachers. We also want to thank the Manheim Central Middle School teachers: Meghan Babcock, Matt Baker, Courtney Cislo, Liz Lubeskie, Shannon Paules, Keely Potter, Mike Pyle, and Julie Wash. We witnessed some amazing teaching and heard their passion for teaching and learning come through in their interviews. They demonstrated a commitment to continuously sharpen their craft, a commitment that should make them and their district very proud. Additional teachers who modeled TPT lessons for accompanying resources include Melanie Upton and Doreen Hershey from Conestoga Valley High School; and Krista Grimm, Susan Hagel, and Quirine Gladwish from Washington Elementary School. Thanks also to Beth Ferguson, author of the blog Algebra's Friend, and Heather Berrier, a former student teacher, for allowing us to feature one of their lessons in our book. We'd like to thank Jennifer Schnabel, Mary Iovino, Marie Grutza, and Dr. Carmen Rowe for their critical and honest feedback on this second edition. We'd also like to thank administrators Michelle Trasborg (Conestoga Valley School District), Arthur Paynter (Manheim Central School District), Dr. Nancy Aronson (West Chester Area School District), and Dr. Margie Sharp (Avon Grove School District), who have supported us throughout this work by inviting us into their schools.
Appreciation and thanks to our many workshop participants and college students, whose feedback (either by way of droopy eyes or high fives) taught us the importance of TPTs at every age. And we want to thank our families, parents, and siblings, who have taught us that a good education leads to vocational choice and freedom, and that being at the center of education can help us directly and indirectly be the answer to the prayers of a parent's heart for his or her child.
A very special thanks to our children, Gabriela and Caleb, who are always in the center of our minds when we write. Thanks for keeping us grounded in what matters to kids.
Finally, the more we study cognition, the more humbled and grateful we are for the complexities of the human brain. As people of faith, we are increasingly thankful to God for his eloquent and indescribable gift of life and the ability to know more deeply. We really have been fearfully and wonderfully made, and we see God's hand in the science of learning.
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