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

Autor/inn/en	Tomlinson, Carol Ann; Brighton, Catherine; Hertberg, Holly; Callahan, Carolyn M.; Moon, Tonya R.; Brimijoin, Kay; Conover, Lynda A.; Reynolds, Timothy
Titel	Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature
Quelle	In: Journal for the Education of the Gifted, 27 (2003) 2-3, S.119-145 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	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; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Inclusive school; Integrative Schule; Begabter, Hoch Begabter; Kulturpluralismus; Charakterisierung; Profilanalyse; Classroom; Klassenraum; Individuelles Lernen; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Learning handicap; Lernbehinderung; Lehrerverhalten; Großbritannien
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10