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Rhonda Bondie

Rhonda Bondie

Faculty Info

Adjunct Lecturer on Education

Degrees

Ph.D., George Mason University, (2001)

Vitae/CV

rhonda-bondie-112123.pdf
Rhonda Bondie

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Email

rhonda_bondie@gse.harvard.edu

Faculty Coordinator

Chenxu Gao

Rhonda Bondie is a lecturer on education teaching courses in the art of teaching, special education, and teacher leadership. Throughout her career, she has focused on ensuring all learners are valued, engaged, and stretched in inclusive classrooms. Bondie began teaching as an artist-in-residence and then spent over 20 years in urban public schools as both a special and general educator. Bondie is the faculty chair for Professional Education's online course Differentiated Instruction Made Practical. The course is based-on her book by the same name that describes a teacher-decision making framework for inclusive instructional practices, All Learners Learning Every Day (ALL-ED) collaboratively developed with Akane Zusho. The ALL-ED framework has been used in more than 30 countries all around the world to support teachers in planning instruction and teaching students with diverse learning needs. Bondie was a faculty member of the Project Zero Classroom for about 13 years. Currently, she directs HGSE’s Agile Teacher Lab examining how teaching expertise is developed through immersive online professional learning.

  • Bondie, R., Dahnke, C. & Zusho, A. (2019). Does changing "one-size fits all" to differentiated instruction impact teaching and learning? Review of Research in Education Volume 43 Issue 1, Changing Teaching Practice in P-20 Educational Settings, Current Issue March 2019, pp. 336-362

  • Kumar, R., Zusho, A., Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist.
  • Bondie, R. & Zusho, A. (2018). Differentiated Instruction Made Practical: Engaging the Extremes through Classroom Routines. Routledge.
  • Bondie, R. & Zusho, A. (2017). Racing against yourself: High-stakes for adolescent English Language Learners with disabilities. Teacher College Record , 119(9).
  • Bondie, R., & Zusho, A. (2016). Engaging the extremes in the 21st Century: Supporting the motivation and learning of all learners. In Research Race and Ethnicity: In the Study of Teaching, Learning, and Motivation in Educational Contexts. Edited by J. DeCuir-Gunby & P. Schutz: Routledge.
  • Bondie, R. (2016). 21st Century Formative Performance Assessments in Teacher Preparation. In Joubert, I. (Ed.) Assessment practices in Higher Education in the Foundation Phase. South Africa: Pearson Education. ISBN 9781928226994
  • Bondie, R., & Zusho, A. (2016). Engaging the extremes in the 21st Century: Supporting the motivation and learning of all learners. Chapter to appear in J. DeCuir-Gunby & P. Schutz (Eds.). Research Race and Ethnicity In the Study of Teaching, Learning, and Motivation in Educational Contexts. Routledge.
  • Bondie, R. , & Zusho, A. (under contract, 2016). Book proposal: Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.
  • Bondie, R. S. & Zusho, A. (in press). Racing Against Yourself: High-Stakes for Adolescent English Language Learners with Disabilities. Teacher College Record.
  • Bondie, R. (2015). Instant Mentoring: The Promises and Perils of e-mentoring as New Technologies. In McCray, C. R. & Cooper, B. S. (eds.) Mentoring with Meaning: How Educators Can Be More Professional and Effective. New York: Rowman & Littlefield.
  • Straus, H. A. & Bondie, R. S. (2015). What factors contribute to paraeducator self-efficacy? Journal of the American Academy of Special Education Professionals.
  • Bondie, R. S. (2015). A Digital teaching platform to further and assess use of evidence-based practices. Rural Special Education, 34(1), 23-29.
  • All Learners Learning Every Day Free Webinar Series. Sponsored by the New Jersey Coalition for Inclusive Education, (2014).
  • Bondie, R., Gaughran, L., & Zusho, A. (2014). Fostering English Learners' Confidence. Educational Leadership, 72(3), 42-46.
  • Collaborative Conversations to Improve Teaching and Learning. Charlottesville, VA: Core Knowledge Foundation, (2013).
  • Primary Source Learning Routines: Discourse and Thinking for All Learners. Charlottesville, VA: Core Knowledge Foundation, (2013).
  • Knowing ourselves enables us to teach others. SmartBlog on Education. http://smartblogs.com/education/2012/10/05/knowing-ourselves-enables-us-help-others/, (2012).
  • Crop it. National History Education Clearing House. Retrieved from http://teachinghistory.org/teaching-materials/teaching-guides/25697, (2012).
  • Milman, N. B., & Bondie, R. (2012). An examination of teacher's ratings of lesson plans using digital primary sources. Contemporary Issues in Technology and Teacher Education, 12(4). Retrieved from Cite Journal.
  • Clevenson, R. (2008). Primary Source Learning: Thinking through the Puzzles Life Created. In Smutney, J. (Ed.) Igniting Creativity in Gifted Learners, K-6: Strategies for Every Teacher. Thousand Oaks, CA: Corwin Press.

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