“This is an excellent book that should be of great interest to secondary teachers. The use of the ACT examples add considerable clarity to the concepts being advanced.”
Patricia Long Tucker
"I found myself highlighting a great deal of this book.The text is relevant, real, and worthy of quoting to others to ensure that they truly understand how the adolescent learner processes information and through what type of activities they learn best and are most motivated by.”
Maria Timmons Flores
"The book presents a broad and coherent framework that builds connections across a broad range of theories of adolescent learning and development. The curriculum ideas, questions to prompt teachers' self-reflection, and scaffolds to guide curriculum development all offer tangible tools to teacher educators and leaders in professional development efforts."
Glenda Beamon Crawford’s experiences with young adolescent learners span nearly thirty years. She has taught in grades 4–12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, includingManaging the Adolescent Classroom and Sparking the Thinking of Students, Ages 10–14, as well asarticles on structuring classrooms foradolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to Gifted Education, the North Carolina ASCD Outstanding Research Award, and the Teacher of the Year Award.
About the Author
1. Understanding the Adolescent Learner: The Developing Brain
2. Getting and Keeping Their Attention
3. Creating a Community of Learners
4. Teaching for Thinking and Understanding
5. Deepening Content and Promoting Transfer