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Journal of Early Childhood Teacher Education Volume 35, 2014 - Issue 1
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Reflections on Practice

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

Carolyn J. Griess Department of Behavioral Sciences and Education, Pennsylvania State University, Harrisburg, Middletown, Pennsylvania, USACorrespondence[email protected]
&
Jane B. Keat Department of Behavioral Sciences and Education, Pennsylvania State University, Harrisburg, Middletown, Pennsylvania, USA
Pages 98-109 | Received 21 Oct 2012, Accepted 16 Apr 2013, Published online: 12 Feb 2014

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Tang T. Heng. (2023) Lessons on educational borrowing and change: teachers’ implementation of differentiated instruction in Singapore. Pedagogy, Culture & Society 0:0, pages 1-22.
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Michelle Bauml. (2016) One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators. Journal of Early Childhood Teacher Education 37:1, pages 76-95.
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Articles from other publishers (3)

Benjamin Ponet, Wendelien Vantieghem, Hanne Tack & Ruben Vanderlinde. (2023) ‘Let’s Teach as We Preach’: The Design of a Professional Development Initiative to Support Teacher Educators’ Responsiveness to Diversity. Education Sciences 13:7, pages 755.
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Gulnara Faridovna Dulmukhametova, Zarina Nailevna Sirazieva, Gulnara Faritovna Gali, Usova Svetlana Nicolaevna & Dilbar Valievna Shamsutdinova. (2019) PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN. Humanities & Social Sciences Reviews 7:6, pages 495-499.
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William Battistone, Tom Buckmiller & Randal Peters. (2019) Assessing Assessment Literacy: Are new teachers prepared to assume jobs in school districts engaging in grading and assessment reform efforts?. Studies in Educational Evaluation 62, pages 10-17.
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