Redesign classroom instruction to transform learning for both students and teachers!
Breakthrough presents a revolutionary new approach to educational reform, breaking away from the conventional paradigm to help educators create powerful, focused instruction that raises and sustains performance levels in the classroom. Based on three core components―personalization, precision, and professional learning―these breakthrough concepts turn reform into precise, data-driven classroom instruction personalized to every student. Unique elements of the Breakthrough framework include:
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Peter Hill retired as secretary general of the Hong Kong Examinations and Assessment Authority (HKEAA) on December 14, 2007. He has held numerous senior positions in school administration and educational research in Australia and the USA, including as head of the school system in the State of Victoria, Australia, and as professor of leadership and management in the faculty of education of The University of Melbourne. More recently he was director of research and development at the National Center on Education and the Economy in the USA. Over the past decade he has directed and assisted in a number of large-scale, comprehensive school improvement projects. His research interests are in the fields of assessment, school effectiveness and improvement, and instructional leadership.
"A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating."
"A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating." Author: Grant Wiggins, President Published On: 2006-02-06"Breakthrough has the potential to make a significant contribution to our thinking in education. The call for personalization of teaching and learning is bold. It’s in our basements, and bringing it to the ground level is essential. The timing of the book is excellent."
Author: Carol Ann Tomlinson, Professor, University of Virginia Published On: 2006-01-20"This is a timely and thought-provoking book. Fullan, Hill, and Crévola address the complexity of teaching and leading, and offer a compelling way forward that focuses on learning for all students through personalization, precision teaching, and professional learning for educators. By connecting assessment with learning, leading with teaching and learning, and classrooms instruction with district and government roles and responsibilities, the authors present an integrated approach that promises to ‘breakthrough’ the sterile standardization that plagues contemporary education."
"Breakthrough points the way to a new definition of effectiveness-one grounded in a powerful theory of action that brings together personalization, precision, and professional learning in new ways. Practical pathways are provided to help the readers apply this theory of action to their own circumstances. Before making any changes, read this book first!"
Author: Thomas A. Sergiovanni, Lillian Radford Professor of Education, Trinity University Published On: 2006-01-20"Thanks for a provocative and conceptually rich piece. I enjoyed it and got a great deal out of it."
Author: David T. Conley, Professor, University of Oregon Published On: 2006-01-20"An outstanding book for educators to transform classroom practice and learning strategies. It builds important perspectives on personalizing learning that will inform current practice. Highly recommended."
"Breakthrough tackles several very thorny problems: how to nurture high quality classroom instruction on a large scale, and how to do so by building on existing professional know-how. Solutions developed in the book warrant careful study by all those with an interest in educational reform."
Author: Kenneth Leithwood, Professor, OISE/University of Toronto Published On: 2006-01-20"Breakthrough explores interesting possibilities for us to radically individualize classroom instruction - and gives convincing reasons why. I especially like the concept of ‘critical pathways’ as a way of organizing learning."
Author: Mike Schmoker, Educational Consultant Published On: 2006-01-20"About this title" may belong to another edition of this title.
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