R. (Rollin) D. D. Nordgren & Marius J. J. Boboc 
Case Studies in Elementary and Secondary Curriculum [PDF ebook] 
SAGE Publications

Preface
Acknowledgements
Case Study Matrix
1. Bringing Diversity Into a Less Diverse Environment
2. Bringing Calculus to Life: Hands-on Learning in a New Sequence of Courses
3. Meeting the Individual Needs of Each Student at an Alternative High School
4. Using Assessment and Student Interest Data to Inform Differentiated Instruction in an Inclusive Classroom
5. Motivating Students to Learn in a Peer-Supported School Environment
6. Authentic Audience and Affective Learning in a Gifted and Talented Middle School Program
7. ‘Discovery Math’: From Professional Development to Classroom Practice
8. Student Understandings as a Basis for Motivation and Participation in a Severe Emotional Disturbance/Severe Behavioral Handicap High School Classroom
9. Meeting Student Learning Requirements by Means of an Improved Writing-Across-Curriculum Program
10. Student Portfolios and Authentic Assessment in a Diverse Multiage Preschool Classroom
11. Skill Building in Elementary Math: Between Remediation and Academic Promotion
12. Prevention Programs as Means to Teach Social Skills in Elementary School
13. Educating the Community About a Needed Levy Increase: The Teacher as a Political Activist
14. The Mandated Curriculum Meeting the Needs of Teachers and Their Favored Practices
15. Balancing Data-driven Decision Making and Shifting Paradigms in a New Elementary Math Curriculum
16. Professional Development That Works, Please!
17. Using Curriculum Relevance to Motivate Students
18. The Integration of Autistic Classes Into the Physical Education Curriculum
19. Developing a Literacy Program for Children With Learning Disabilities
20. My Students Can′t Write, and I′m Forced to Use a Curriculum That Doesn′t Help Them Learn How
21. Meeting the Needs of Diverse Learners and the Mandates of Accountability Without Compromising
Glossary
Index
About the Author

Marius Boboc earned his M.A. in Teacher Leadership from Roosevelt University in Chicago and his Ed.D from University of Northern Iowa, majoring in curriculum and instruction. Dr. Boboc’s research interests include differentiated instruction; classroom management and conflict resolution; curriculum theory; pedagogy of online teaching and learning; postmodernism in education; and instructional design. He authored two journal articles written during his involvement in the In Time project at the University of Northern Iowa. He is currently under contract to write a textbook Teaching with Educational Psychology, a collaborative endeavor with a colleague at Cleveland State and a professor at Merrimack College in Massachusetts. Research both in progress and under review connects his teaching practice with topics that prompt the investigation of student-centered pedagogy and reflective professionalism. Dr. Boboc currently teaches undergraduate courses in general teaching methods and student assessment, as well as graduate courses in curriculum and instruction and classroom and school-wide management.