Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

By M. Beecher, Sheelah M. Sweeny. 2008

188 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/02d6d17c991a04db9d48f66c9c4dc46a6f6730d4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Gheyssens
2. Júlia Griful-Freixenet
3. Katrien Struyven
4. J. Katz

In Education

1. E. Gheyssens
2. Júlia Griful-Freixenet
3. Katrien Struyven
4. J. Katz
5. Catherine Coubergs
6. N. Engels
7. Filip Dochy

Citations in the corpus

• THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION (2013, background): “Second, teachers are taught a method of year and unit planning that incorporates evidence based practices such as Understanding by Design (Brown, 2004; Wiggins & McTighe, 2005), Differentiated Instruction (Beecher & Sweeny, 2008; Tomlinson, 2010), Curriculum Integration (Drake & Burns, 2004), Inquir”
• Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles (2020, methodology): “Current research about the use and implementation of DI is often qualitative oriented and from the perspective of the students (e.g. Valiandes 2015; Beecher and Sweeny 2008) with little information about explaining the differences between the adoption of DI practise.”