Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

  title={Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature},
  author={Carol Ann Tomlinson and Catherine M. Brighton and Holly L. Hertberg and Carolyn M. Callahan and Tonya R. Moon and Kay Brimijoin and Lynda A. Conover and Timothy Reynolds},
  journal={Journal for the Education of the Gifted},
  pages={119 - 145}
Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive… 

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