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Mindful Curriculum Leadership for Students With Attention Deficit Hyperactivity Disorder: Leading in Elementary Schools by Using Multiple Intelligences Theory (SUMIT)


by Victoria Schirduan & Karen Case — 2004

Broadly based, mindful curriculum leadership encompasses a way of leading toward school improvement by taking into consideration student intelligences as an at-promise phenomenon. This research paper provides an example of how elementary school curriculum leaders can be mindful of student intelligences and use the strengths of their student populations.


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Cite This Article as: Teachers College Record Volume 106 Number 1, 2004, p. 87-95
http://www.tcrecord.org ID Number: 11512, Date Accessed: 3/30/2017 2:52:06 AM

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About the Author
  • Victoria Schirduan
    Mitchell College
    E-mail Author
    VICTORIA SCHIRDUAN is an assistant professor in early childhood education and Coordinator for Teacher Certification and Placement at Mitchell College. Dr. Schirduan has taught for the past 15 years at the elementary, middle school, high school, and college level. She is a consultant at Future Horizons, a support center for adolescents and adults with ADHD and/or LD. Her doctoral and postdoctoral research is in the area of attention deficit hyperactivity disorder (ADHD) and the theory of multiple intelligences. She has presented at state and national conferences on the topic of multiple intelligences theory. She has served as the editor of the newsletter for the Multiple Intelligences Special Interest Group under the auspice of the American Educational Research Association.
  • Karen Case
    University of Hartford
    E-mail Author
    KAREN CASE is a faculty member at the University of Hartford’s doctoral program in educational leadership. Her research and teaching addresses curriculum theory and reform, instructional development, urban education, feminist leadership, and qualitative research methods. Dr. Case has served on several editorial boards and has made numerous nationwide presentations.
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