A Dynamic Ecological Framework for Differentiating the Primary Curriculum

Autor/in	Smith, Susen R.
Titel	A Dynamic Ecological Framework for Differentiating the Primary Curriculum
Quelle	In: Gifted and Talented International, 24 (2009) 2, S.9-20 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
Schlagwörter	Elementary School Curriculum; Individualized Instruction; Holistic Approach; Models; Literature Reviews; Literacy Education; Learner Engagement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Holistischer Ansatz; Analogiemodell; Ausland; Australien
Abstract	Primary classrooms today comprise students with many different backgrounds, experiences and needs and educators are challenged to differentiate the curriculum within these diverse educational ecologies. However, heuristic and theoretical debate on differentiated teaching and learning in primary school classes has paralleled concerns about the lack of empirical research to support differentiation practices. Following an in-depth literature review, and a Ph.D. study on literacy practice in primary schools, an ecological framework for dynamically and inclusively differentiating curriculum and pedagogy across a variety of educational contexts was developed. This article provides a brief overview of the PhD study and the framework, which links research with best practice that could provide the foundation of differentiating curriculum and pedagogy for students with diverse needs in inclusive primary classrooms. (Contains 3 figures.) (As Provided).
Anmerkungen	World Council for Gifted and Talented Children. The University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-789-1421; Fax: 204-783-1188; e-mail: headquarters@world-gifted.org; Web site: https://world-gifted.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10