NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1030338
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1090-1027
Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates
Griess, Carolyn J.; Keat, Jane B.
Journal of Early Childhood Teacher Education, v35 n1 p98-109 2014
Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.
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 - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania