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Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

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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
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 27
        StartPage: 119
    Subjects:
      – SubjectFull: School Restructuring
        Type: general
      – SubjectFull: Inclusive Schools
        Type: general
      – SubjectFull: Gifted
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      – SubjectFull: Cultural Pluralism
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      – SubjectFull: Profiles
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      – SubjectFull: Classrooms
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Educational Change
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Needs
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