Differentiated Instruction and Gender in the Modern Classroom


Add to cart
Essay #: 056168
Total text length is 14,781 characters (approximately 10.2 pages).

Excerpts from the Paper

The beginning:
Differentiated Instruction and Gender in the Modern Classroom
Our educational system is founded on the principle that all students must have access to education. It does not necessarily follow from this that all students who enter a classroom can learn, however, and it is here that the teacher’s approach to instruction makes all the difference. While most educators believe sincerely that all students can be taught, the reality of modern classroom is that there are enormous challenges to bringing all students to their grade-level expectations. Students begin each school year with vastly different abilities to read, write, and understand any subject, including the English language. A classroom today may have 30% of the students learning...
The end:
.....l of Educational Psychology. Vol. 26 (1976) p. 128 – 148
Emma Smith. Failing Boys and Moral Panics: Perspectives on the Underachievement Debate. British Journal of Educational Studies, Vol 51. No. 3 (sep. 2003) p. 282 – 295
C. Tomlinson et. al. Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, Vol 27. No 2, Winter 2003
C. Tomlinson. Mapping a Route Toward Differentiated Instruction. Educational Leadership, Vol 57. No. 1, p. 12 – 16
Michael Younger, et. al. The Gender Gap and Classroom Interactions: Realty and Rhetoric?. British Journal of Sociology of Education. Vol 20. No. 3 (Sep 1999) p. 325 – 341