Strategies to Strengthen Differentiation within the Common Core Era: Drawing on the Expertise from Those in the Field

Autor/inn/en	Swanson, Joan Ann; Ficarra, Laura R.; Chapin, Deborah
Titel	Strategies to Strengthen Differentiation within the Common Core Era: Drawing on the Expertise from Those in the Field
Quelle	In: Preventing School Failure, 64 (2020) 2, S.116-127 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swanson, Joan Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1683802
Schlagwörter	Common Core State Standards; Individualized Instruction; Expertise; General Education; Students with Disabilities; Academically Gifted; Talent; Educational Change; Administrator Attitudes; Teacher Attitudes; Alignment (Education); English Instruction; Mathematics Instruction; Public Schools; Academic Accommodations (Disabilities); Educational Strategies; Elementary Secondary Education; Individualized Education Programs; Federal Legislation; New York + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Individualisierender Unterricht; Expert appraisal; Allgemein bildendes Schulwesen; Allgemeinbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Begabung; Hochbegabung; Bildungsreform; Lehrerverhalten; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Public school; Öffentliche Schule; Lehrstrategie; Individualized education program; Individualisierendes Lernen; Bundesrecht
Abstract	School reform efforts are reflected in the Common Core State Standards (CCSS) and increasingly impact potential for differentiation of instruction, which is critical in effectively educating students with varying achievement and learning needs. Although CCSS were developed to establish a ubiquitous foundation of educational expectations by grade level for all students, differentiation has remained an essential philosophy towards instruction of students with various accelerated or adverse impacts on learning. Qualitative analyses of interviews with educators yielded insight into differentiation for students in general education, students with disabilities, and students identified as gifted and talented. Based on these voices, recommendations are offered for ways to understand the CCSS and to achieve progress and favorable change for all stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01