First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Volume 44, Number 3, 2005
Contents: This Issue: Differentiated Instruction. P.S. George, A Rationale for Differentiating Instruction in the Regular Classroom. A. Boderick, H. Mehta-Parekh, D.K. Reid, Differentiating Instruction for Disabled Students in Inclusive Classrooms. Y. Jackson, Unlocking the Potential of African American Students: Keys to Reversing Underachievement. J. VanTassel-Baska, T. Stambaugh, Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom. M.B. Ginsberg, Cultural Diversity, Motivation, and Differentiation. T.R. Moon, The Role of Assessment in Differentiation. J. McTighe, J.L. Brown, Differentiated Instruction and Educational Standards: Is Détente Possible? R.J. Sternberg, L-f. Zhang, Styles of Thinking as a Basis of Differentiated Instruction. K. Brimijoin, Differentiation and High-Stakes Testing: An Oxymoron? C.A. Tomlinson, Grading and Differentiation: Paradox or Good Practice?