Differentiation: processing and understanding in teachers' thinking and practice

被引：4

作者：

Davies, P ^{[1
]}

机构：

[1] Staffordshire Univ, Sch Business, Ctr Econ & Business Educ, Stoke On Trent ST4 2DF, Staffs, England

来源：

EDUCATIONAL STUDIES | 2000年 / 26卷 / 02期

关键词：

D O I：

10.1080/713664269

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers' approaches to differentiation are described as a relationship between their planning, daily practice and thinking. Differences between the practice and thinking of teachers and implications for improving practice in differentiation are considered.

引用

页码：191 / 203

页数：13

共 20 条

[1]

[Anonymous], CAMBRIDGE J ED

[2]

Black P., 1998, AssessmentEduc.: Princ., Policy Pract., V5, P7, DOI DOI 10.1080/0969595980050102

[3] TEACHERS JUDGMENTS OF THEIR PUPILS - BROAD CATEGORIES AND MULTIPLE CRITERIA [J].