Student Successes With Thinking Maps^®
Corwin Press, Second Edition, January 2011
David Hyerle and Larry Alper co-editors
About the Contributors

Chris Yeager, M.Ed. is a former high school English teacher and school administrator who combines her 20 years of classroom experiences with current research in effective instruction and brain research to impact student achievement. She is the lead consultant for Innovative Learning Group and conducts Thinking Maps training nationally.
Read excerpts from Chris's chapter Linking Brain Research to Best Practices.

Bonnie D. Singer, Ph.D. is president of Innovative Learning Partners, which provides language and learning intervention to school-age children in the Boston area and school consultation and teacher training nation-wide. She is also codeveloper of the EmPOWER strategy for teaching expository writing. Her research interests lie in the relationship between cognition, language, and learning.
Read excerpts from Bonnie's chapter Leveling The Playing Field for All Students.

Alan Cooper, B.A., B.Ed. Dip Tchg. ANZIM is a New Zealand independent consultant specializing in thinking skills and how learning occurs. As Headmaster of St. George’s School for 17 years, he was known for taking responsible risks in educational innovation, including the first implementations of Thinking Maps and the Dunn and Dunn Learning Styles models in New Zealand.
Read excerpts from Alan's chapter Tools for Integrating Theories and Differentiating Practice.

Yvette Jackson, Ed.D. is the Executive Director of the National Urban Alliance for Effective Education. In this capacity, she works with school district administrators and teachers across the country to customize and deliver systemic approaches to accelerate literacy and achievement for urban students. She oversees the design of tailored courses of study in cognitive strategies and instructional practices that focus on literacy in the context of culture, language, and cognition.
Read excerpts from Yvette's chapter Closing the Gap By Connecting Culture, Language, and Cognition.

Thomasina DePinto Piercy, Ph.D. is a principal with 18 years of K–5 teaching experience. As a collaborative writer about data-driven whole school student performance change, she provides support for colleagues looking for similar significant and lasting results as have occurred at Mt. Airy Elementary.
Read excerpts from Thomasina's chapter Maps for the Road to Reading Comprehension: Bridging Reading Text Structures to Writing Prompts.

Jane Buckner, Ed.S. is a national educational consultant and author of works focused on developing writing proficiency in students from kindergarten through high school. She is presently a lead consultant with Innovative Learning Group working with whole school implementation of Write . . . From the Beginning® and Write . . . For the Future®.
Read excerpts from Jane's chapter Empowering Students: From Thinking to Writing.

Janie B. MacIntyre, M.Ed. is a middle school teacher, researcher, and educational consultant who was named as a USA Today Teacher Team member and a Christa McAuliffe Scholar. As a trainer with Innovative Learning Group, she has facilitated Thinking Maps training with over 3000 teachers in multiple states.
Read excerpts from Janie's chapter Meeting the Challenge of High Stakes Testing in Middle School Mathematics.

Daniel Cherry, M.Ed. currently directs the New Hampshire School Administrators Leading with Technology (NHSALT) as part of a Gates grant for the N.H. State Department of Education. He is a former elementary educator and technology coordinator.
Read excerpts from Daniel's chapter Thinking Technology.

Stefanie R. Holzman, Ed.D. is currently the principal of a large, urban, multiethnic, multilingual elementary school in Long Beach, California. She has also been an internal literacy consultant for K–8 schools, a regular, special education, and Title I teacher, and a lecturer at California State University, Long Beach.
Read excerpts from Stefanie's chapter A First Language for Thinking in a Multilingual School.

Edward V. Chevallier, M.Ed. has enjoyed serving as a principal, teacher, and education consultant and Thinking Maps trainer. His work in public education began at the elementary school level as a teacher and principal. Since 1996, he has served as Principal at Blalack Middle School in Carrollton, Texas.
Read excerpts from Edward's chapter Feeder Patterns and Feeding the Flame at Blalack Middle School.

Gill Hubble M.A., LTCL Dip Tching is an international consultant on teaching thinking strategies, the design of whole-school thinking and learning programs, and organizational change. Associate Principal of St. Cuthberts’ College for 16 years, she is now researcher and consultant to the Advanced Learning Center and Centre for Excellence at the College’s Collegiate Centre.
Read excerpts from Gill's chapter Embracing Change: The Evolution of Thinking in a K–12 School.

Marjann Kalehoff Ball, Ed.D. is a professor of English and Development of Critical Thinking and Study Skills at Jones County Junior College in Mississippi, and serves as a consultant for Innovative Learning Group. Believing that learning is a continuing process that can be fostered across all levels of education, she is convinced that Thinking Maps are an indispensable tool of learning for age or ability differentiations.
Read excerpts from Marjann's chapter The Mississippi Story.

Ho Po Chun, M.Ed. is a former teacher and elementary principal in the Singapore schools. Presently she leads the implementation of Thinking Maps for the Innovative Learning Circle in Singapore and is dedicated to developing the thinking abilities of students across Singapore.
Read excerpts from Ho Po's chapter The Singapore Experience: Student Centered Fluency.

Kathy Ernst, M.S. has spent 30 years teaching children and teachers in elementary and middle schools and has served on the faculty of the Leadership in Mathematics Education Program at Bank Street College of Education. She has facilitated the implementation of standards-based mathematics curricula in schools, working with teachers to support children’s construction of mathematical ideas.
Read excerpts from Kathy's chapter Mentoring Mathematics Teaching and Learning.

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Student Successes With Thinking Maps