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

Autor/inn/en	Kenney, Allison W.; Langley, Susan Dulong; Hemmler, Vonna; Callahan, Carolyn M.; Gubbins, E. Jean; Siegle, Del
Titel	Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability
Quelle	(2023), (39 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kenney, Allison W.) ORCID (Hemmler, Vonna) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Individualized Instruction; Educational Policy; High Stakes Tests; Remedial Instruction; Student Needs; Advanced Students; Accountability; Definitions + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Politics of education; Bildungspolitik; Förderkurs; Fortgeschrittener; Verantwortung; Begriffsbestimmung
Abstract	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 paper, 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. [This is the online first version of an article published in "Educational Policy."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01