A Rationale for Differentiating Instruction in the Regular Classroom

By P. George. 2005

173 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3991266a5792f833463dd6f5f39c12b50a0be841

How researchers see this paper

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

In Education

1. Sally Wai-Yan Wan
2. Stavroula Valiandes
3. Winfried Humpert
4. J. Katz
5. Robbert Smit

Citations in the corpus

• Differentiated instruction in small schools (2012, background): “In our model, there is no direct link between school leadership and DI, as was found in the study of Goddard et al. (2010), but there is an indirect link via team culture.”
• Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “Differentiated instruction emphasizes that key elements of curriculum and assessment strategies can be differentiated by content, process, product as well as learning environment (Chapman & King, 2005; George, 2005; Tomlinson, 1999, 2003).”
• Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness (2015, background): “George (2005) asserts that, differentiated instruction provides the framework for an instruction which will ensure the future of the Democracy and which will promote higher level quality learning opportunities for all students, by empowering them to become independent and critical thinkers,…”
• THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION (2013, background): “…of the Study 162 J. KATZ Research has demonstrated positive outcomes of many of the practices included in the Three-Block Model of UDL individually, for instance, differentiating instruction, inquiry, and assessment for learning (George, 2005; Scigliano & Hipsky, 2010; Summerlee & Murray, 2010).”