Book Review: Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12

By Marcianne W. McHugh. 2007

91 citations recorded by the source corpus.

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A Study of Multiple Intelligences, Foreign Language Success and Some Selected Variables. (2009, background): “Instead, materials should allow students with different intelligence types to interact with each other and to develop the intelligences in which they are less strong (Moran, Kornhaber and Gardner, 2006; Heacox, 2002).”
The Effect of the Differentiated Teaching Approach in the Algebraic Learning Field on Students’ Academic Achievements (2016, background): “…differentiated teaching approach that accounts personal differences within a class, considers different students’ different skills and learning needs, and draws on students’ strengths gains importance (Gregory & Chapman, 2002; Heacox, 2002; Soldengeld & Schultz, 2008; Tomlinson, 1999, 2000, 2001).”
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, background): “For example, groups or pairs may be formed when some students need further instruction or more time, while others may need advanced instruction or a different content (Heacox 2002).”
Creating a learning environment for all children: are teachers able and willing? (2010, background): “Those statements regarding the level of skill and knowledge teachers have for meeting the varied needs of students were based on the work in the area of curriculum differentiation (Heacox 2001; Tomlinson 2001).”