Structuring teacher candidate learning about differentiated instruction through coursework

Teaching and Teacher Education

Volumn 69, Issue , 2018, Pages 62-74

  Dack, Hilary ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85042167289     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2017.09.017     Document Type: Article

References (70)

1. An, S.A., Tillman, D.A., Zhang, M., Robertson, W., Tinajero, J., Hispanic preservice teachers’ peer evaluations of interdisciplinary curriculum development: A self-referenced comparison between monolingual generalists and bilingual generalists. Journal of Hispanic Higher Education 15:4 (2016), 291–309.
2. Beecher, M., Sweeny, S.M., Closing the achievement gap with curriculum enrichment and differentiation: One school's story. Journal of Advanced Academics 19:3 (2008), 502–530.
3. Borko, H., Putnam, R.T., Learning to teach. Berliner, D., Calfee, R., (eds.) Handbook of educational psychology, 1996, MacMillan, New York, NY, 673–708.
4. Brighton, C.M., Hertberg, H.L., Moon, T.R., Tomlinson, C.A., Callahan, C.M., The feasibility of high-end learning in a diverse middle school. RM05210. 2005, The National Research Center on the Gifted and Talented, Storrs, CT.
5. Bryan, L.A., Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning. Journal of Research in Science Teaching 40:9 (2003), 835–868.
6. Bullock, S.M., Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice 15:2 (2009), 291–304.
7. Burris, C., Garrity, D., Detracking for excellence and equity. 2008, Association for Supervision and Curriculum Development, Alexandria, VA.
8. Callahan, C., Moon, T., Oh, S., Describing the status of programs for the gifted: A call for action. Journal for the Education of the Gifted 40:1 (2017), 20–49.
9. Chamberlin, M., Powers, R., The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications 29 (2010), 113–139.
10. Chant, R.H., Heafner, T.L., Bennett, K.R., Connecting personal theorizing and action research to preservice teacher development. Teacher Education Quarterly 31:3 (2004), 25–42.
11. Charmaz, K., Constructing grounded theory: A practical guide through qualitative analysis. 2006, Sage, Los Angeles, CA.
12. Coffey, A., Atkinson, P., Making sense of qualitative data: Complementary research strategies. 1996, Sage, Thousand Oaks, CA.
13. Creswell, J.W., Qualitative inquiry and research design: Choosing among five approaches. 3rd ed., 2013, Sage, Thousand Oaks, CA.
14. Dack, H. (under review). Evolving conceptions of differentiated instruction among teacher candidates.
15. Dosch, M., Zidon, M., “The course fit us”: Differentiated instruction in the college classroom. International Journal of Teaching and Learning in Higher Education 26:3 (2014), 343–357.
16. Dweck, C.S., Mindset: The new psychology of success. 2007, Ballantine, New York.
17. Engeström, Y., Innovating learning in work teams: Analyzing cycles of knowledge creation in practice. Engeström, Y., Miettinen, R., Punamäki, R.-L., (eds.) Perspectives on activity theory, 1999, Cambridge University Press, New York, NY, 377–406.
18. Erickson, F., Qualitative methods in research on teaching. Wittock, M.C., (eds.) Handbook of research on teaching, 1986, Macmillan, New York, NY, 119–161.
19. Feiman-Nemser, S., From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record 103:6 (2001), 1013–1055.
20. Feiman-Nemser, S., Buchmann, M., The first year of teacher preparation: Transition to pedagogical thinking?. Journal of Curriculum Studies 18:3 (1986), 239–256.
21. Gay, G., Culturally responsive teaching. 2nd ed., 2013, Teachers College Press, New York.
22. Geisler, J., Hessler, R., Gardner, R., Lovelace, T., Differentiated writing interventions for high-achieving urban African American elementary students. Journal of Advanced Academics 20 (2009), 214–247.
23. Goodlad, J.I., Places where teachers are taught. 1990, Jossey-Bass, San Francisco, CA.
24. Goodnough, K., Investigating pre-service science teachers’ developing professional knowledge through the lens of differentiated instruction. Research in Science Education 40 (2010), 239–265.
25. Grossman, P.L., Smagorinsky, P., Valencia, S., Appropriating tools for teaching english: A theoretical framework for research on learning on teach. American Journal of Education 108 (1999), 1–29.
26. Grossman, P.L., Valencia, S.W., Evans, K., Thompson, C., Martin, S., Place, N., Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research 32 (2000), 631–662.
27. Holloway, J.H., Preparing teachers for differentiated instruction. Educational Leadership 58:1 (2000), 82–83.
28. Humphrey, N., Bartolo, P., Ale, P., Calleja, C., Hofsaess, T., Janikova, V., Wetso, G.M., Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education 29:3 (2006), 305–318.
29. Kober, N., A public education primer: Basic (and sometimes surprising) facts about the U.S. educational system. 2012, Center for Education Policy, Washington, D.C.
30. Korthagen, F.A.J., Loughran, J., Russell, T., Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education 22:8 (2006), 1020–1041.
31. Ladson-Billings, G., Toward a theory of culturally relevant pedagogy. American Educational Research Journal 32:3 (1995), 465–491.
32. Leavy, A.M., McSorley, F.A., Boté L.A., An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education 23:7 (2007), 1217–1233.
33. Levin, B., He, Y., Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education 59:1 (2008), 55–68.
34. Lortie, D.C., Schoolteacher: A sociological study. 1975, University of Chicago Press, Chicago, IL.
35. Lunenberg, M.L., Korthagen, F., Swennen, A., The teacher educator as a role model. Teaching and Teacher Education 23:5 (2007), 586–601.
36. th ed., 2011, Sage, Thousand Oaks, CA.
37. Marulanda, M., Giraldo, P., Lopez, L., Differentiated instruction for bilingual learners. Presentation at Annual Conference of the Association for Supervision and Curriculum Development, San Francisco, CA, 2006.
38. Maxwell, J.A., Qualitative research design: An interactive approach. 3rd ed., 2013, Sage, Thousand Oaks, CA.
39. Miles, M.B., Huberman, A.M., Saldaña, J., Qualitative data analysis: A methods sourcebook. 3rd ed., 2014, Sage Newmann & Associates, Thousand Oaks, CA.
40. Pajares, M.F., Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 62 (1992), 207–332.
41. Pham, L.N.K., Hamid, M.O., Beginning EFL teachers’ beliefs about quality questions and their questioning practices. Teacher Development 17:2 (2013), 246–264.
42. Rasmussen, F., Differentiated instruction as a means for improving achievement as measured by the American College Testing (ACT). (Unpublished doctoral dissertation), 2006, Loyola University, Chicago, IL.
43. Richardson, V., Preservice teachers’ beliefs. Raths, J., McAninch, A., (eds.) Teacher beliefs and teacher education: Advances in teacher education, 2003, Information Age, Greenwich, CT, 1–22.
44. Ruys, I., Defruyt, S., Rots, I., Aelterman, A., Differentiated instruction in teacher education: A case study of congruent teaching. Teachers and Teaching: Theory and Practice 19:1 (2013), 93–107.
45. Sands, D.I., Barker, H.B., Organized chaos: Modeling differentiated instruction for preservice teachers. Teaching & Learning 19:1 (2004), 26–49.
46. Santangelo, T., Tomlinson, C.A., Teacher educators’ perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education 34 (2012), 309–327.
47. Sherman, S.C., Haven't we seen this before? Sustaining a vision in teacher education for progressive teaching practice. Teacher Education Quarterly 36:4 (2009), 41–60.
48. Sternberg, R., Beyond IQ: A triarchic theory of human intelligence. 1985, Cambridge University Press, New York.
49. Stodolsky, S.S., Grossman, P., Changing students, changing teaching. Teachers College Record 102 (2000), 125–172.
50. Stuart, C., Thurlow, D., Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education 51:2 (2000), 113–121.
51. Swennen, A., Korthagen, F., Lunenberg, M., Congruent opleiden door lerarenopleiders [Congruent teaching by teacher educators]. VELON Tijdschrift Voor Lerarenopleiders [VELON Magazine for Teacher Educators] 25:2 (2004), 17–18.
52. Swennen, J.M.H., Lunenberg, M.L., Korthagen, F., Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice 14:6 (2008), 531–542.
53. Taylor, B.K., Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record 51:1 (2015), 13–17, 10.1080/00228958.2015.988559.
54. Tomlinson, C.A., The differentiated classroom: Responding to the needs of all learners. 1999, ASCD, Alexandria, VA.
55. Tomlinson, C.A., How to differentiate instruction in mixed ability classrooms. 2nd ed., 2001, Association for Supervision and Curriculum Development, Alexandria, VA.
56. Tomlinson, C.A., The differentiated classroom. 2nd ed., 2014, ASCD, Alexandria, VA.
57. Tomlinson, C.A., Why differentiation is difficult: Reflections from years in the trenches. Australian Educational Leader 38:3 (2016), 6–8.
58. Tomlinson, C.A., How to differentiate instruction in academically diverse classrooms. 3rd ed., 2017, ASCD, Alexandria, VA.
59. Tomlinson, C.A., Brimijoin, K., Narvaez, L., The differentiated school: Making revolutionary changes to teaching and learning. 2008, ASCD, Alexandria, VA.
60. Tomlinson, C.A., Callahan, C.M., Moon, T.R., Tomchin, E.M., Landrum, M., Imbeau, M., Eiss, N., Preservice teacher preparation in meeting the needs of gifted and other academically diverse students. RM 95134. 1995, The National Research Center on the Gifted and Talented, Storrs, CT.
61. Tomlinson, C.A., Imbeau, M.B., Leading and managing a differentiated classroom. 2010, ASCD, Alexandra, VA.
62. Tomlinson, C.A., Moon, T.R., Assessment and student success in a differentiated classroom. 2013, Association for Supervision and Curriculum Development, Alexandria, VA.
63. Tulbure, C., Differentiate instruction for preservice teachers: An experimental investigation. Procedia—social and Behavioral Sciences 30 (2011), 448–452.
64. Wan, S.W., Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching: Theory and Practice 22:2 (2016), 148–176.
65. Weinstein, C.S., Prospective elementary teachers’ beliefs about teaching: Implications for teacher education. Teaching and Teacher Education 6:3 (1990), 279–290.
66. Wenger, E., Communities of practice. 1998, Cambridge University Press, New York.
67. Wertheim, C., Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teacher. The Journal of Educational Research 96:1 (2002), 54–63.
68. West, J.A., West, C.K., Integrating differentiation in English education methods courses: Learning from the perceptions and experiences of teacher candidates. The Teacher Educator 51 (2016), 115–135.
69. Wideen, M., Mayer-Smith, J., Moon, B., A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research 68:2 (1998), 130–178.
70. Wiggins, G., McTighe, J., Understanding by design. 2nd ed., 2005, ASCD, Alexandria, VA.