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ERIC Number: EJ969842
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-1935-7125
Utilizing a School-University Collaborative Partnership to Design, Present, and Support Pre-K-12 Coursework on Differentiated Instruction
Neville, Elizabeth
School-University Partnerships, v4 n2 p92-95 Fall 2010
Differentiated instruction should be evident in every classroom; however, it is particularly critical in Professional Development Schools (PDS) that have the dual focus of instruction for both Pre-K-12 students and university students completing their final internship experience. In this article, the author illustrates a university and school district collaborative partnership, resulting in graduate coursework immediately applicable to Pre-K-12 differentiated teaching and learning. A model is presented for designing a skeletal graduate course syllabus, followed by an initial course offering involving selected master Pre-K-12 teachers and administrators to complete the final content, presentation, and projects. Additionally, the reasoning behind offering multiple sections of the course through PDS sites in order to maximize immediate implementation of differentiated instruction and responsive teaching is presented.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A