Responsive Teaching for Sustainable Learning

'This very important book addresses the complexity of classroom learning and provides a unique characterisation of inclusive teacher practice as Responsive Teaching for Sustainable Learning. Importantly, it focuses on research-based, practical examples and reflective questions to develop more effective teaching that effectively supports learning for all students. It is also a practical guide for leaders to strengthen inclusive education across their educational settings.'

Professor Jim Watterston, Dean of the Melbourne Graduate School of Education, University of Melbourne, Australia.

'Every child brings unique attributes to the classroom, and we teach groups of them in a class - How do we reconcile the dilemma of teaching each while teaching all? Berman, Graham, Bellert, and McKay-Brown provide the answer in Responsive Teaching for Sustainable Learning. Their model is based on 8 reflective questions, learning for all, and responsive differentiation. I have long been looking for the book that tells me how to teach all kids as I would teach kids with special needs (not the other way around), and finally I have found it. This book makes an extraordinary contribution to how we think, do, evaluate, and esteem the gifts of every child.'

Emeritus Laureate Professor John Hattie, Chair of the Australian Institute for Teaching and School Leadership and Co-Director of the Hattie Family Foundation, Australia.

'Responsive Teaching for Sustainable Learning is a must read for any teacher who sees the possibilities and capabilities of every student. Evidence informed, values driven and filled with practical guidance, the book uses an inquiry framework to generate critical thinking around responsive teaching and learning that lasts - so central in building authentic 'inclusion'.'

Professor Anne Graham, AO, Director of the Centre for Children and Young People, Southern Cross University, Australia.

'How refreshing to find a book that explores responsive teaching and sustainable learning in classrooms and schools where "diversity just is", where educational leaders and teachers value that richness and know that together they can transform lives and shape a more inclusive society. This well-informed book offers much to teachers and teacher educators who know the importance of context and are seeking theoretically rich, evidence-based approaches to assessment, teaching and learning centred on the idea that all students have rights, belong and are capable learners.'

Dr Jude Macarthur, Senior Lecturer, University of Auckland, Aotearoa New Zealand and Governing Committee member for the Inclusive Education Action Group.