This book is part of a book series called Oc Catching On Gr .

This book was published 2002 by McGraw-Hill Education - Europe .

Carl Bereiter is Professor at the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education in Toronto. He is a member of the National Academy of Education. He has co-written many curriculum projects including SRA/Open Court's reading and mathematics programs. He is the co-author with Marlene Scardamalia of The Psychology of Written Composition (1987) and Surpassing Ourselves: The Nature and Implications of Expertise (1993) and has published extensively on the nature of teaching and learning. Sandra N. Kaplan is a consultant for several state departments and school districts nationwide on the topics of education for gifted students, differentiated curriculum in depth and complexity, and thematic interdisciplinarity. Formerly the president of the California Association for the Gifted (CAG) (1979 - 1982 and 1990 - 1994), in 1993 Dr. Kaplan began serving as the lead consultant for the Carnegie Middle Schools Project, Texas Education Agency. Additionally, she teaches the methods courses for the Multiple Subjects Teaching Credential at USC and is a member of the National Association for Gifted Children (NAGC). A member of NAGC since 1982, Kaplan served as president from 1997-2000. Her most recent research includes "Strategies to Differentiate the Curriculum Content" and "NAGC Parallel Curriculum Model," and she has made presentations at the World Congress on Gifted and at TAGT and NAGC conferences. Recent honors include the Award of Achievement from the California Association for the Gifted and the Distinguished Service Award from NAGC. Dr. Pressley is a University Distinguished Professor of Teacher Education, Counseling, Educational Psychology, and Special Education at Michigan State University. His research includes a mixture of experimental psychology and ethnographic projects. He has carried out basic laboratory research on cognition and learning as well as applied work in educational settings, with special attention in recent years to the study of effective teachers and schools. Dr. Pressley serves as the editor of Scientific Study of Reading, the journal for the Society for the Scientific Study of Reading. He previously served as the editor of three other journals, most recently the Journal of Educational Psychology. He has authored or co-authored more than 300 articles, chapters, and books, including the best seller, Reading Instruction That Works: The Case for Balanced Teaching, which will appear in its third edition in fall 2005. The National Reading Conference selected Dr. Pressley as the 2000 recipient of the Oscar Causey Award for his outstanding career contributions to reading research. Michael Pressley, PhD, who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor of Journal of Educational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.