Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature
Saved in:
| Title: | Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature |
|---|---|
| Language: | English |
| Authors: | Tomlinson, Carol Ann, Brighton, Catherine, Hertberg, Holly, Callahan, Carolyn M., Moon, Tonya R., Brimijoin, Kay, Conover, Lynda A., Reynolds, Timothy |
| Source: | Journal for the Education of the Gifted. Win 2003 27(2-3):119-145. |
| Availability: | Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2003 |
| Document Type: | Information Analyses Journal Articles |
| Descriptors: | School Restructuring, Inclusive Schools, Gifted, Cultural Pluralism, Profiles, Classrooms, Individual Instruction, Student Characteristics, Educational Change, Teaching Methods, Foreign Countries, Student Needs, English (Second Language), Learning Disabilities, Teacher Attitudes |
| Geographic Terms: | United Kingdom, United Kingdom (Scotland) |
| ISSN: | 0162-3532 |
| Abstract: | Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for "differentiated" or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings. |
| Abstractor: | Author |
| Number of References: | 126 |
| Entry Date: | 2008 |
| Access URL: | https://jeg.sagepub.com/content/by/year |
| Accession Number: | EJ787917 |
| Database: | ERIC |
| Abstract: | Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for "differentiated" or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings. |
|---|---|
| ISSN: | 0162-3532 |
