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ERIC Number: EJ828425
Record Type: Journal
Publication Date: 2007-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1090-1027
Meeting Diverse Learning Needs: Differentiating Instruction in Graduate Early Childhood Mathematics Classes
Huss-Keeler, Rebecca; Brown, Suzanne
Journal of Early Childhood Teacher Education, v28 n1 p41-57 Jan 2007
This paper examines the strategies used, challenges faced and lessons learned in meeting the diverse learning needs of graduate initial certification and graduate certified teachers in the same cross-listed early childhood mathematics class. Questions investigated included "How can instructors best meet the learning needs of diverse candidates in the same class?" and "What are the candidates' opinions of attending classes with candidates with diverse amounts of teaching experience?" Candidate surveys, focus groups, candidate work and assessments were used to determine the most successful strategies to meet candidates' diverse learning needs. Using a differentiated instructional approach including knowing the candidates and their needs, scaffolding candidate learning and using a variety of grouping arrangements, were found to help candidates successfully benefit from a class that had a diversity of candidate needs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A