Schools for All Kinds of Minds - See What People are Saying
"This book provides school leaders with a framework and strategies that will help them move beyond an ever-growing list of accountability mandates to a focus on all students as learners who can reach their true potential."
– Eric Hirsch, Director of Special Projects, New Teacher Center
"Schools for All Kinds of Minds is a book for the present and the future. In the present, it provides tangible steps to better understand how different students learn and what to do about it. As we seek to transform our education system into a student-centric one for the future, this book should be a vital part of the conversation around what that system should look like and how we get there."
– Michael B. Horn, Executive Director of Education, Innosight Institute,
Coauthor of Disrupting Class
"This book shows educators that there is a way to make schools work for the benefit of all students. It inspires teachers to think about learning in a way that successfully supports and accommodates the wide variety of learners in today's classrooms."
– Mary Mannix, Learning Specialist, Indian Creek School (Crownsville, MD)
"The perfect book for dedicated and committed leaders who struggle in a woefully imperfect educational system."
– William Broderick, Head of School, Fort Worth Academy,
U.S. Department of Education National Distinguished Principal
“Students everywhere deserve principals, district leaders and teacher leaders who have not only read this book, but who have taken the ideas in it to heart—and who have worked in partnership with students and their families to create schools and classrooms that teach to all kinds of minds.”
– Gene Thompson-Grove, Director, Professional Development and Special Initiatives,
Public Schools of Brookline, and National Facilitator, The School Reform Initiative, Inc.
“When students don’t ‘get it,’ teachers (and parents) need a better answer than, ‘Try harder!’ This book gets teachers pointed in the right direction by asking and answering the questions: ‘What is the underlying brain process that needs to be strengthened to help a particular student progress?’ and ‘How can I do that?’”
– Bill Jackson, President, Great Schools
“The notion that educational administrators should first and foremost think of themselves as learning leaders is reason enough to explore this book. In the fast-moving world of education reform, this work stresses the importance of putting the science of learning front and center in the current debate about how to improve schools. I highly recommend it to a wide audience of those committed to the maxim that effective teaching results in higher student learning.”
– Michael Spagna, Ph.D.,
Dean, Michael D. Eisner College of Education, California State University, Northridge
“Schools for All Kinds of Minds is for all kinds of teachers. There’s more than one way to learn and more than one way to teach, but only one way to have high expectations for the students in our schools. This book helps teachers with high expectations turn that thought into action.”
– Mike Feinberg, Cofounder of KIPP (Knowledge is Power Program)
“All educators who are genuinely interested in improving student success, and their own knowledge about learning, will benefit from the research and practical suggestions in this book.”
– Ian Adamson, retired Superintendent of Alternative Programs, Curriculum, Instruction and Special Education Support Services, Peel District School Board, Ontario, Canada
“For more than a decade, All Kinds of Minds has led the way in translating neuroscience into educational practice. Codifying this impressive body of work, this book is a must-read for any educational leader who is truly committed to helping every child become a successful learner.”
– Paul Yellin, Director, The Yellin Center for Student Success,
Associate Professor of Pediatrics, NYU School of Medicine
“A book for any school or district leader who believes data-driven decision-making involves more than end-of-year test scores. Schools for All Kinds of Minds is a very accessible review of using the science of how children learn to support and spur dramatic learning gains.”