Turn your school into a place where every child achieves. This book provides leaders with all that they need to promote differentiation in their schools and districts. Through research and first-hand experience, the authors have identified effective strategies for hiring differentiation-minded staff members, communicating the need for differentiation to all stakeholders, motivating teachers to differentiate, and using differentiated teacher evaluation to effect change.

A textbook on differentiation that considers the range of students that teachers have to teach, in terms of abilities, learning styles, social background, cultural diversity, special needs and so forth. The authors develop a simple, operable model to help teachers accommodate the needs of all students and to teach them effectively. They conclude with case studies of classroom applications--ideal for use on in-service training.

This book is the first in a new series from Carol Ann Tomlinson and Caroline Cunningham Eidson exploring how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the middle grades, but applicable at all levels, Differentiation in Practice, Grades 5-9 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Included are * Annotated lesson plans for differentiated units in social studies, language arts, science, mathematics, and world/foreign language. * Samples of differentiated worksheets, product assignments, rubrics, and homework handouts. * An overview of the essential elements of differentiated instruction and guidelines for using the book as a learning tool. * An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, negotiated criteria, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

There is increasing interest in accounting issues in China. Despite a relatively short history, China's stock market is the world's second largest. This growth has been accompanied by increasing demand for accounting information alongside reforms of accounting and auditing rules, as international investors have paid increasing attention to investment opportunities in this dynamic and energetic country with a large population and economic growth potentials. Despite this, at present there are few books which offer students, academics and practitioners a comprehensive guide to current accounting issues in China. The Routledge Companion to Accounting in China fills this important gap in the literature. The volume is organized in six thematic sections which cover capital market and corporate finance, financial accounting, managerial accounting, auditing, taxation and internal controls. The structure is intended to reflect the increasing diversity of contemporary accounting issues in China, including a balanced overview of current knowledge, identifying issues and discussing relevant debates. This book is a prestigious reference work which offers students, academics and practitioners an introduction to current accounting issues in the emerging market of China.

The Routledge Handbook of Differentiation in the European Union offers an essential collection of groundbreaking chapters reflecting on the causes and consequences of this complex phenomenon. With contributions from key experts in this subfield of European Studies, it will become a key volume used for those interested in learning the nuts and bolts of differentiation as a mechanism of (dis)integration in the European Union, especially in the light of Brexit. Organised around five key themes, it offers an authoritative "encyclopaedia" of differentiation and addresses questions such as: How can one define differentiation in the European Union in the light of the most recent events? Does differentiation create more challenges or opportunities for the European Union? Is Europe moving away from an "ever closer Union" and heading towards an "ever more differentiated Union", especially as leading political figures across Europe favour the use of differentiation to reconcile divergences between member states? This handbook is essential reading and an authoritative reference for scholars, students, researchers and practitioners involved in, and actively concerned about, research in the study of European integration. As European differentiation is multifaceted and involves a wide range of actors and policies, it will be of further interest to those working on countries and/or in policy areas where differentiation is an increasingly relevant feature. The Introduction and chapters 13, 21, 30, and 35 of this book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This resource shows how an understanding of personality types and adults' individual leadership styles helps build school teams that can collaborate and distribute leadership responsibilities more effectively.

This accessible course on a central player in modern statistical practice connects models with methodology, without need for advanced math.

This book explores why and how the personal creative practice of arts teachers in school matters. It responds to ethnographic research that considers specific works-of-art created by teachers within the context of their classrooms. Through a classroom-based ethnographic investigation, the book proposes that the potential impact of artist-teacher practice in the classroom can only be understood in relation to the flows of power and policy that concurrently shape the classroom. It shows how artist-teacher practice functions as a creative practice of freedom tending to the present and future aesthetic life of the classroom, countering the effects of neoliberal schooling and austerity politics. The book questions what the artist-teacher can produce within that context. Through the unique focus on artist-teacher practice, the book explores the changing nature of the classroom and the social and political dimensions of the school. It will be key reading for researchers and postgraduate students of arts education, critical pedagogy, teacher identity and aesthetics. It will also be of interest to art and design educators.

The Pentecostalisation of African Christianity has been called the “African Reformation” of the past thirty years. African Pentecostalism is a diverse movement characterised by its emphases on Spirit baptism, divine healing, charismatic worship and eschatological expectations. This work investigates its eschatological systems in terms of its unrealised expectation of the second coming of Christ, and suggestions are presented for the movement to keep its eschatology at the heart of its impetus. This is accomplished through a hermeneutical awareness of the distinctiveness of Pentecostalism as a restorationist movement. Written for pastors, church leaders and believers, this book discusses the literalistic way of reading the Bible in most of the classical Pentecostal components of African Pentecostalism, supporting their premillennialist and even dispensational eschatological views. It suggests a new Pentecostal hermeneutics developed by scholarship in the past forty years, in line with significant elements of the way in which early Pentecostals read the Bible. This new hermeneutical awareness implies new and exciting ways of thinking about eschatology that will enrich and enlighten African Pentecostalism in its hope for the second coming of Christ.

First Published in 1999. This handbook is designed to increase teachers' skills in managing pupil behaviour in the classroom. With some adaptations it is intended for use in primary, secondary and special school classrooms. It is suggested that the handbook be used to enable a school to support a process of staff development which is specifically tailored to meet the needs of a particular school.