Developing the Leadership Potential of Gifted Students

Bean, Suzanne M.; Karnes, Frances A.

doi:10.4324/9781003236603-20

Cited by 1 publication

(1 citation statement)

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“…Differentiation’s meaning and a range of related terms (e.g., Kaplan, 2005; Renzulli, 1988; Tomlinson, 1995) have come from authors wrestling with the dilemma of addressing the varied academic characteristics and needs of students in diverse classrooms. We begin with an exploration of differentiation to offer a picture of its meaning in the educational literature and better understand the contrast with what it came to represent for teachers in a district implementing mandatory DI time.…”

Section: Differentiationmentioning

confidence: 99%

Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability

et al. 2023

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Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.

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Section: Differentiationmentioning

confidence: 99%