21st century research school concept paper
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21st Century Research School
Concept Paper The Idea of a Research School
The Idea of a Research School is to allow children to learn through the development and
research of their own critical questions. In low-performing schools, a major factor of the
teaching/learning challenge is that children are not interested in what is presented by the school.
In allowing children to follow their interests through guided topics, as well as meeting
prescribed objectives and goals of the system, schools foster and nurture effective learning.
Further, by using inquiry and critical thinking methods through emerging technologies, the
teachers are helping children prepare for life in the 21st century, and for the jobs that will be
available to them. Jobs we cannot yet predict or understand.
Debra Baird, Dean, Athens State University College of Education
Casey Wardynski, Superintendent, Huntsville City Schools
Tedi Gordon, Assistant Professor, Athens State University College of Education
Alton L. Wilson, Doctoral Candidate, University of Alabama
Glenn Bryant, Director of Transition, Central Office, Huntsville City Schools
Aaron King, Director of Operations, Central Office, Huntsville City Schools
Debbie Miser, Director of Staff Development, Central Office, Huntsville City Schools
Cathy Vasile, Director of Elementary Programs, Central Office, Huntsville City Schools
ATHENS STATE UNIVERSITY
HUNTSVILLE CITY SCHOOLS
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“In this world of rapid change, where information is expanding exponentially and increasing in complexity, learning is a survival skill. Mastering the basics— reading, writing, and arithmetic—is as important as ever, but is no longer enough. Today’s students need to learn more than previous generations. They need to know how to find and use new information, to make informed decisions about complicated issues, and to collaborate as part of a team. Since the pace of change shows no signs of slowing in the future, students also need to learn how to learn.” ~ The George Lucas Educational Foundation
CONCEPTUAL MODEL
Students attending the Research School will acquire 21st Century skills related to life,
career, learning innovation, media, technology, and core subjects through 21st Century themes
(Irvin, Meltzer, Mickler, Phillips, & Dean, 2009). The curricular and instructional focus will be
meeting the needs of the students through the use of embedded processes which include inquiry-
based learning, essential questions, Multiple Intelligences (Gardner, 1999), GeniuStyle
(Appleton, 2011) leadership skills (Covey, 1989) (Kerner, 2010) mentoring for teachers,
students, and administrators, emerging technologies, and community partnerships.
21st Century Student
Inquiry
Based
Learning GeniuStyle
Multiple Intelligences
Leader in Me
Seven Habits
Two-Sided
Community Partnerships
Parent
Teacher
Student
Mentoring
Suceess Process
Emerging
Technology
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DEFINITIONS OF CONCEPTUAL TERMS
1) Inquiry-Based Learning
Inquiry-Based Learning is the central focus of the 21st Century Research School. The
basis of inquiry learning is like the old adage of “Give a child a fish, he will eat for one
day; teach a child to fish, he will eat forever”. Instruction through Inquiry-Based learning
allows the student to be involved in his/her own learning by guided research of a topic,
developing skills needed to do the research along the way. It is a seeking of truth,
understanding, and knowledge and is the natural process that all human beings engage for
learning. Examples of this type learning are the Alabama Math, Science, and Technology
Initiative (AMSTI), Alabama Science in Motion, (ASIM), and the many science and
technology projects that are currently a part of schools, such as the Robotics Competition
and Odyssey of the Mind. Unfortunately, many of these programs have been used
exclusively for teaching the gifted and talented. In the 21st Century Research School, all
students are actively involved in engaged learning through individual and team inquiry.
Small group instruction is almost exclusively employed.
According to Wolk (2010), “Inquiry-based learning means asking hard questions as a
path to rigorous thinking”. Inquiry-based learning includes, but is not limited to, the use
of essential questions, critical questioning, project-based experiences, one-on-one
conferencing, group conferencing, the use of huddle boards and combined huddles for
comparison, group sharing, simulations, role-playing, model development, and discovery
learning.
2) GeniuStyle
GeniuStyle (Appleton, 2011) equips instructors and students with knowledge about
themselves, how they learn, and the best way to teach to those learning styles and
personalities. It is a personality profile assessment for use by the students themselves and
teachers, to make the most of the time spent in the classroom and in learning. There are eight
defined geniuStyles associated with the process.
3) Multiple Intelligences
The Multiple Intelligences (Gardner, 1999) are those intelligences that all human beings
have, and each human being can be expert in one or more. While they are tied to the
GeniuStyle processes, they are in fact different in the way they are used for the
teaching/learning cycle. The Intelligences are to be polished and honed each day, so that
excellent performance in those that are most important to the learner become second
nature. They are not personality-based, but are based on individual inherent abilities that
are to be nurtured and developed.
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4) Leadership Skills
One of the challenges schools and American society face is that students do not
understand how to argue their point or define what they believe to be the best route to
take in particular situations, while continuing to show respect to those with whom they
are arguing. This is especially apparent in our current presidential campaigns.
Leadership processes teach those skills, which are an important part of a 21st Century
Research School, since most of the work done there is of a collaborative nature. Team
work requires leadership from each participant.
5) Mentoring
One of the most important areas of need for parents, students, teachers, and
administrators is a mentor who can guide them through the difficult decisions and
important steps along the way. Mentors are there to discuss things that cannot be
discussed with anyone else.
6) Emerging Technologies
Technology changes every day, and new possibilities emerge with every change. It is
important for schools to invest in personnel who understand and continue to study
emerging technologies. A 21st Century Research School has at least one instructional
technology/design teacher expert at each grade level, who either has extraordinary
experience in using technology or a degree in that area. 21st Century Research Schools
require instructional designers who understand children, educational goals and objectives,
and best practice in the teaching/learning cycle. Each grade level team includes an
instructional technologist as one of the teachers, usually the lead teacher.
Teachers control the integration of technology in their classrooms and their attitudes toward technology are paramount to its success or failure. In a national survey conducted by the National Educational Association (2008), 76% of teachers used the computer for administrative tasks but only 32% used the classroom computers for instruction. An Alabama Department of Education Technology comparison survey between 2007 and 2009 found only slight changes in student classroom computer use. The comparison discovered 12% of teachers never use technology to enhance student academic achievement and 38% never assign an activity that utilizes technology. The survey also showed an average of 25.4% seldom or never uses a computer for research, inquiry, exploration, communication, and collaboration (ALSDE, 2010, p. 22). It is clear technology in the classroom can provide an efficient form of instruction when used to its full advantage (Morrison, Ross, Kalman, & Kemp, 2011).
Wilson, 2012
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7) Community Partnerships
21st Century Research Schools are an integral part of the community. The school cannot
flourish without the support and involvement of the community. Community members
serve as mentors to students and teachers, and community-based projects involve those
community members in school improvement on a daily basis. The Research School
serves as a problem-serving point for community challenges and questions and the
school campus is a place of meeting/solving.
BASIC DESIGN
Integrated processes will be used to develop the Research School, and for teaching/learning
cycles. Each process is an integral part of the whole, and must be attended to daily by students,
teachers, parents and administrators. It is the responsibility of the teachers and administrators to
develop the process for including parents and community in particular schools. That process
must be developed according to school culture, needs of the students, and needs of the
community.
The basic processes that must be included are:
Professional Learning Communities
Consistent and constant use of emerging technologies
21st Century Ideas
GeniuStyle and Howard Gardner’s Multiple Intelligences
AMSTI (Alabama Math, Science, and Technology Initiative) and ASIM (Alabama
Science in Motion) when appropriate
The “Leader in Me” process of Stephen Covey
“Success” process of Laura Lynn Kerner
“Mentoring for Teachers” of Darlene Turner-White
Mentoring for Parents
These processes will allow children, teachers, and administrators to bring out the talents of
each child, giving space for each to find “the leader” within, and those “intelligences” which will
allow her or him to develop “successfully” to the next school level and into life work. The
integration of technology into all that is done will allow the learning of “21st Century” skills and
thought patterns, through “professional learning communities” which will form along the lines
of inquiry and critical thinking. The teachers, students, and parents will be supported through
appropriate “mentoring” processes. This mentoring will close the loop of teaching/learning in
the school and every person involved will have substantial encouragement in developing the idea
of personal and community research for answering essential and critical questions.
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Professional Learning Communities
In an effort to achieve more effective levels of teaching and learning, it is imperative for
the Research School faculty to develop a collective capacity for meeting the needs of students.
(Dufour, Dufour, Eaker & Many, 2006). The Professional Learning Community model will
guide the faculty to more profound insights regarding practice, opportunities for reflection, and a
consistent, as well as continual search for improvement.
The PLC model encompasses the following concepts:
commitment to the learning of each student;
collaborative culture;
collective inquiry to best practice and current reality;
action orientation;
commitment to continuous improvement; and
results driven. (Dufour, Dufour, Eaker & Many, 2006)
Emerging Technologies
Technology is changing so quickly, schools are not keeping up. Teachers and
administrators must constantly update their use of technology, through professional
development, coursework, and through having Instructional Technologists on staff. The
Research School will have a trained (degreed) Instructional Technologist as the Lead Teacher of
each grade. If the person does not have a formal degree in the field, then at least coursework and
exceptional knowledge must be present.
In order to achieve maximum use of emerging processes, the research school will use
technology to support literacy development, to create critical and essential questions, to support
and improve knowledge of core subjects and 21st century themes, to develop skills sets that are
normative for the grade level, and to increase parent/community involvement. The Instructional
Technology Lead Teachers will ensure this growth at each grade level.
21st Century Concepts
The following points are from Jacobs, 2010, and describe what a 21st century school
should include. The 21st Century Research School proposed would include all these.
Provide a visual and organizational tool that helps learners make meaning in
“concrete” ways that they control with immediate access
Develop a different kind of “thinking tool” that develops critical thinking skills:
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o Enables choice and efficient selection
o Stimulates visual reflection through a highly visual profile
o Develop verbal expression in response to visual stimuli
Increase engagement because of immediate excitement, control, and interactivity
Transfer engagement into other aspects of the curriculum
Increase classroom teaching and learning time
Address global perspectives
Employ 21st Century digital and network tools
Identify salient inter-disciplinary linkages for real world applications
Jacobs also emphasizes the following principles of practice for every teacher and classroom.
These principles, assessment rules, and questions should be the overarching concern of any
school or curriculum, but especially of a Research School.
Meaningful principles of practice:
Enduring understanding
Meaningful essential questions
Mapped vertical articulation
Balanced literacy
Formative assessments
Future career proficiencies
Assessments:
Step 1: Develop a pool of assessment replacements
Step 2: Replace a dated assessment with a modern one.
Step 3: Share the assessment upgrades formally with colleagues and students.
Example of Linking Teacher and Student Work:
Student
Digital Portfolios are a multimedia collection of student work that provide
evidence of a student’s skills and knowledge.
Teacher
Curriculum mapping outlines the content, skills, and assessments that will be in
the course.
Feedback Loop
The teacher gives assessments based on the curriculum. The student responds to
the assessment and work is entered into the portfolio, which is then assessed by
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the teacher. After analyzing the results of the portfolio, the teacher makes
revisions to the curriculum map
Content and Essential Questions
A global perspective is developed and presented in the content area, where natural
and viable.
A personal and local perspective is cultivated so that each student can create relevant
links to the content.
The whole child’s academic, emotional, physical, and mental development is
thoughtfully considered in content choices.
The possibilities for future career and work options are developed with an eye to
creative and imaginative directions.
The disciplines are viewed dynamically and rigorously as growing and integrating
real-world practice.
Technology and media are used to expand possible sources of content so that active
as well as static materials are included.
Further, an effective Research School makes sure all stakeholders are literate in media and
are able to link teacher and student work to the media used. This is true for content, skills,
assessments, and is most important in the feedback loop.
AMSTI and ASIM
Alabama Math, Science, and Technology Initiative (AMSTI) and Alabama Science in
Motion (ASIM) are both recognized as excellent processes for teaching and learning through
inquiry-based lessons. AMSTI was recently recognized by the United States Department of
Education because of a three-year research study showing that 28 days of teaching/learning time
had been earned through the use of the program.
According to the Alabama State Department of Education, the study provided the
following information.
Findings showed statistically significant and meaningful
student achievement in AMSTI schools. Students who
attended AMSTI schools and classes for one year showed
a gain of two percentile points on the SAT-10
mathematics problem solving assessment when
compared with students who did not attend AMSTI schools.
These gains compare to an average of 28 extra days of
schooling in math. Exploratory results indicated students
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who attended AMSTI schools and classes for at least two years
showed a gain of four percentile points
when compared with students who did not attend AMSTI schools.
These gains compare to an average of 50 extra days of schooling in math.
While the results for science were not statistically significant in
the first year, over a period of two years, students in AMSTI schools showed
significant gains when compared to students in non-AMSTI schools,
with a five percent gain in scores. Despite the fact that AMSTI
does not explicitly teach reading skills, after one year, students
in AMSTI schools showed a gain of two percentile points on the
SAT-10 reading assessment when compared with students who
did not attend AMSTI schools. These gains compare to an average
of 40 extra days of schooling.
ASDE Letter, February 21, 2012
The AMSTI and ASIM processes will be a major component of work at the Research
School, because essential questions have already been posed and lessons written around them.
The model is excellent for teaching students and teachers how to develop critical and essential
questions.
GeniuStyle
The GeniuStyle process, from Appleton, blends the ideas of learning styles with research
on personality, to bring students and teachers to a place where each can learn best. When
teachers know and understand their students, more profound learning takes place. The use of
personality to guide ways of learning is central to this process.
The eight types, according to the GeniuStyle (Crosby, 2012 and Appleton, 2012) process:
1) Aristotle – Introverted, practical and organized, The Aristotle learner’s style is most
congruent with the demands of the typical classroom.
2) Da Vinci – Social, open-minded and organized, the Da Vinci learner has a unique
balance of creativity and structure and is a natural leader in the classroom.
3) Locke – High energy, enthusiastic and spontaneous, the Locke learner is able to create
“street smart” applications of academic materials.
4) Monet – Introverted, free thinking and spontaneous, the Monet learner is gifted at
approaching problems in new and innovative ways.
5) Picasso – Fun loving and spontaneous, the Picasso learner is a natural innovator who
is skilled at brainstorming. They see all knowledge as relevant and interconnected.
6) Plato – Energetic, grounded and organized, the Plato learner is detail-oriented and
intrinsically motivated to succeed. They are consistent and start their work early.
7) Rembrandt – Introverted, creative and well organized, the Rembrandt learner is
intellectually curious, self-sufficient and focused on precision and correctness.
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8) Socrates – Reserved, practical and detail-oriented, the Socrates learner is very logical
and analytical. They are often experts in a specialized area.
Multiple Intelligences
Howard Gardner advanced the idea of multiple intelligences in the early 1980’s. His
basic premise is that all human beings, with what is termed “average” intelligence, can be expert
at one or more of his intelligences, if they are taught in such a way that they are allowed to
explore all the intelligences and work within those that they display particular talent for growth.
Also, according to his theory, helping children find those intelligences at which they will be
expert, if given early and frequent possibilities for development, is the responsibility of the adults
around them. The Research School will be a place where the adults provide multiple
opportunities for students to explore their intelligences, every day.
Gardner’s first seven intelligences are:
Linguistic intelligence is the ability to use language effectively, which involves sensitivity to
spoken and written language, as well as the ability to learn languages. This means the use of
language to express oneself rhetorically or poetically. Writers, poets, lawyers and speakers are
among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence is the capacity to analyze problems logically, carry out
mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it
entails the ability to detect patterns, reason deductively and think logically.
Musical intelligence involves skill in the performance, composition, and appreciation of musical
patterns. It is the ability to compose, hear, and produce musical codes and passages. According
to Howard Gardner, musical intelligence runs in an almost structural parallel to linguistic
intelligence. Examples of human beings who are experts at musical intelligence are Yo-Yo Ma
and Mozart.
Bodily-kinesthetic intelligence regards the potential of using one's whole body or parts of the
body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.
Bo Jackson and Michael Jordan are excellent examples of this intelligence.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and
more confined areas. Artists are experts at spatial intelligence.
Interpersonal intelligence entails the capacity to understand the intentions, motivations and
desires of other people. It allows people to work effectively with others. Educators, ministers,
and social workers generally are experts at interpersonal intelligence.
Intrapersonal intelligence concerns the capacity to understand oneself, to appreciate one's
feelings, fears and motivations. Monks, Thomas Merton, and great thinkers are examples of this
intelligence.
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The last or eighth intelligence is that of “Naturalist”. Naturalist intelligence allows
human beings to recognize, categorize and draw upon certain features of the environment. It
'combines a description of the core ability with a characterization of the role that many cultures
value' (Gardner 1999: 48).
Leader in Me
The “Leader in Me” process is a means of teaching each child that there is a leader inside
of him/herself and it can be nurtured. When it is found and nurtured, a movement toward
success and personal happiness is possible. Using the seven habits of effective people, each
student will be allowed to explore the internal leader and decide what that means to self and
others. By using the seven habits, the school culture will become one of cooperation and ideas
of “win-win” (Covey, 1989).
The seven habits are:
Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Habit 4: Think Win-Win
Habit 5: Seek First to Understand, Then to be Understood
Habit 6: Synergize
Habit 7: Sharpen the Saw
Success
My Success Manual (Kerner, 2010) is a book and process that focuses on the
development of self-esteem, building character, creating a vision and making plans to achieve
that vision. Students learn about the seven success builders; appearance, communication skills,
education, continuous learning, financial management, good manners, appreciation of fine arts
and the environment. Students also learn about the seven success busters; brain and body
killers, other addictions, uncontrolled emotions, poor financial management, yielding to peer
pressure, making wrong choices and staying in hurtful and harmful relationships. Students learn
and practice the seven steps of problem solving and decision making. The student model
developed from the book is called SUCCESS, and is written to appeal to middle school and high
school students.
A notebook is kept by each student, in which success activities are logged and journaled,
as well as pictures, notes, and ideas about how to achieve whatever is/are the goal(s) of the
individual. As part of the SUCCESS process, students are also mentored by a college student or
other adult who serves as a sounding board for the journal entries, as well as someone to talk
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with about any concerns. Teachers, administrators, parents and students will be trained in using
this process.
Mentoring for Teachers, Parents, and Students
One of the reasons schools are losing teachers so quickly after they begin public school
teaching is that there is little to no help or support for them. Turner-White (2012) developed a
mentoring process where college professors work with each teacher in a school and help with
successful planning and delivery of learning, as well as the daily challenges of teaching.
In the Research School, each teacher will have a University mentor to help them through
the process of cultural and education renewal. As mentioned in the previous section, the
“Success” process is a student mentoring process that will be employed for the children.
Parents/community will also participate in the “Success” mentoring, and will be invited to be
part of seminars and workshops offered throughout the school year.
STRUCTURAL DESIGN
The superintendent and system will agree to provide the principal and teachers for the
school, but the College of Education at Athens State University will be involved in the selection
of the teachers, and graduates of the Athens Teacher Program will be the primary members of
each grade-level/cohort group.
The entire school team will train together with Athens State Professors during the
summer prior to the first year of the Research School. Teachers and Professors will be trained in
the “Seven Habits” first, then “Leader in Me”, “Success” and “Professional Learning
Communities”. Reading and discussion of Howard Gardner’s books on multiple intelligences
will serve as book study.
Each grade level team will consist of the following:
Teachers hired for each class by the system,
One Athens State Professor, who is assigned as the team mentor,
One Lead Teacher who is an instructional technologist and has at least a Master’s degree
in that area, or can show particular professional development in technology,
The students in the cohort.
The sixth grade will be self-contained, the 7th
and 8th
grades will change classes.
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The basic Alabama State Course Curriculum guides and objectives will be used to develop
the content skeleton. This skeleton will then be infused with ideas, projects, and questions. Each
multiple intelligence will be explored each day, through carefully planned activities that allow
students to do further inquiry into particular areas of study. Critical thinking and questioning
will be at the heart of all work done in the Research School.
The Research School will define itself by what the students are interested in pursuing as their
research, but it will also be highly structured around the content required to be ready for the next
level of school, as well as thinking and learning as a life-long activity. Once the teaching team is
established, the curriculum and planning will accelerate and more structure will emerge. It is the
teaching team that must determine how the Research School will operate and in what ways the
processes outlined in this paper are to be carried out effectively.
Each Teacher Commits to…
Review all current available technological resources
Plan to replace specific content, skill, and assessment practices with 21st Century upgrade
within units
Share the proposed changes with colleagues
Revise the units and begin implementation with students.
Tolerate a certain degree of frustration.
Review and share 21st century learning openly with colleagues at targeted work sessions
during the summer and school year.
Each Administrator Commits to…
Review, monitor, and provide feedback to teachers.
Learn to use inquiry-based tools that will be requisite to replace current practices.
Tolerate a certain degree of frustration.
Review and share openly with colleagues at targeted work sessions during the summer
and school year.
Document and share with all team members and through technology.
Conduct formal reviews of resources for cross-disciplinary connections.
Each College of Education Member Commits to . . .
Evaluate assigned field students and interns
Keep office hours at the school
Participate in small group work with Research School students.
Evaluate interns assigned for a full school year, the first semester will be the last semester
of methods, and the days will be for field experience. The internship semester will be the
following semester, in the same classroom.
Teach in each of the research classrooms
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Evaluate field experience students
Mentor the regular teachers in the school
Offer professional development and curriculum help
Each parent or guardian commits to…
Involvement in the school through volunteering in classrooms, or serving on school-wide
committees, or assisting in fundraising.
Participate in open houses, community meetings, and discussion groups to help inform
parents about educational research and practice and provide information about their
children’s educational progress.
Encourage their child in all the processes the school utilizes.
Community commits to…
Support and encourage partnerships between the school, businesses, and higher
education.
Attend important meetings and social events at the school.
Work as volunteers when needed.
Mentor students on a weekly basis.
SUMMARY
The idea of a Research School is to allow students an opportunity to intensely search for
information on their main interests, while learning skills and content that will help them obtain
an education for the 21st century. Emerging technologies and critical thinking are at the core of
all that is done in a Research School, but ultimately it is the teaching team, and more
importantly, the teachers and administrators, that will be in charge of how content is taught and
with what processes.
A Research School, first and foremost, is a place where all do excellent work and achieve
at a level that is optimal for each person. The Research School accepts students where they are,
and helps them move as far as possible toward whom they wish to be, through excellent teaching
and well-designed processes for effective learning.
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References
Alabama State Department of Education News Release (2012).
https://docs.alsde.edu/documents/55/Empirical%20Education%20Presentation%20o
f%20USDE%20Report%20on%20Evaluation%20of%20Effectiveness%20of%20AMSTI
.pdf.
GeniuStyle Assessment (2112).
http://appletonlearning.com/our-approach/whats-your-geniustyle
Covey, S. R. (1989). The Seven Habits of Highly Effective People, Salt Lake City: Free Press.
Crosby, D. (2012). GeniuStyle White Paper. IncBlot, Appleton Learning.
Dufour, R., Dufour, R., Eaker, R., and Many, T. (2006). Learning by Doing: A Handbook for
Professional Learning Communities at Work. Bloomington: Solution Tree.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences, New York: Basic
Books.
Gardner, H. (1999). Intelligence Reframed: Multiple intelligences for the 21st century, New
York: Basic Books.
Gardner, H. (1999). The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12
Education That Every Child Deserves, New York: Simon and Schuster.
Kerner, L. L. (2008). How to Market Yourself: Being Empowered to Succeed, Athens, Alabama:
Allied Publishing.
Kerner, L. L. (2010). My Success Manual, Athens, Alabama: Allied Publishing.
Irvin, J. Meltzer, J. Mickler, M., Phillips, M., & Dean, N. (2009). Meeting the Challenge of
Adolescent Literacy: Practical Ideas for Literacy Leaders, Newark: International
Reading Association.
Jacobs (2010). Curriculum 21: Essential Education for a Changing World. Newark:
International Reading Association.
Wilson, A. (2012). Unpublished paper. Elementary teachers in rural schools:
Perceptions of technology in the classroom
Wolk, R. (2010). Education: The case for making it personal. Educational Leadership,
Association of Curriculum Development, vol. 67:7.
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