NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1037679
Record Type: Journal
Publication Date: 2014-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1571-0068
Possibilities and Potential Barriers: Learning to Plan for Differentiated Instruction in Elementary Science
Tobin, Ruthanne; Tippett, Christine D.
International Journal of Science and Mathematics Education, v12 n2 p423-443 Apr 2014
Research indicates that differentiated practices enhance the likelihood of meeting the needs of students who find literacy learning challenging (Tobin & McInnes, 2008; Tomlinson, 2003). The aim of the professional development project described here was to leverage these findings and to build the foundation for future research exploring if similar outcomes occurred in science. We wanted to examine teachers' perceptions regarding planning and implementing Differentiated Instruction (DI) in science. Our workshops emphasized multimodal possibilities, so the project draws on research indicating that elementary students are able to demonstrate their understanding of science concepts in a variety of ways (Tippett, 2003) as well as research on DI in the context of language and literacy instruction. The study yielded insights about in-service teachers' perceptions of the possibilities and potential barriers presented by DI in science.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A