References
- Aliakbari, M., and J. K. Haghighi. 2014. “On the Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Separate Gender Education.” Procedia-Social and Behavioral Sciences 98: 182–189. doi: 10.1016/j.sbspro.2014.03.405
- Arnaut, K., J. Blommaert, B. Rampton, and M. Spotti, eds. 2015. Language and Superdiversity. London: Routledge.
- Bade, J., and H. Bult. 1981. De praktijk van interne differentiatie. Handboek voor de leraar. Uitgeverij Intro Nijkerk.
- Baglieri, S., and J. H. Knopf. 2004. “Normalizing Difference in Inclusive Teaching.” Journal of learning disabilities 37 (6): 525–529. doi: 10.1177/00222194040370060701
- Bailey, J. P., and T. H. Williams-Black. 2008. “Differentiated Instruction: Three Teachers’ Perspectives.” College Reading Association Yearbook 29: 133–151.
- Beecher, M., and S. M. Sweeny. 2008. “Closing the Achievement Gap with Curriculum Enrichment and Differentiation: One School’s Story.” Journal of Advanced Academia 19 (3): 502–530. doi: 10.4219/jaa-2008-815
- Bosker, R. J. 2005. De grenzen van gedifferentieerd onderwijs. Rede uitgesproken bij de aanvaarding van het ambt van hoogleraar. Rijksuniversiteit Groningen.
- Brackenreed, D. 2011. “Inclusive Education: Identifying Teachers’ Strategies for Coping with Perceived Stressors in Inclusive Classrooms.” Social and Behavioral Sciences 127: 336–341.
- Brown, C. A., and T. J. Cooney. 1982. “Research on Teacher Education: A Philosophical Orientation.” Journal of Research and Development in Education 15 (4): 13–18.
- Burns, T., and V. Shadoina-Gersing. 2010. Educating Teachers for Diversity: Meeting the Challenge. Paris: OECD.
- Coubergs, C., K. Struyven, G. Vanthournout, and N. Engels. 2017. “Measuring Teachers’ Perceptions About Differentiated Instruction: The DI-Quest Instrument and Model.” Studies in Educational Evaluation 53: 41–54. doi: 10.1016/j.stueduc.2017.02.004
- Devine, D., D. Fahie, and D. McGillicuddy. 2013. “What is ‘Good’ Teaching? Teacher Beliefs and Practices About Their Teaching.” Irish Educational Studies 32 (1): 83–180. doi: 10.1080/03323315.2013.773228
- Dweck, C. S. 2006. Mindset: The New Psychology of Success. New York: Random House.
- EADSNE (European Agency for Development in Special Needs Education). 2012. Lerarenopleiding en inclusie. Profiel van inclusieve leraren. Odense, Denmark/Brussels, Belgium: European Agency for Development in Special Needs Education.
- Endal, G., N. Padmadewi, and M. Ratminingsih. 2013. “The Effect of Differentiated Instruction and Achievement Motivation on Students’ Writing Competency.” Journal Pendidikan Bahasa Inggris 1.
- Field, A. 2009. Discovering Statistics Using SPSS and Sex and Drugs and Rock ‘n’ Roll. 3rd edition. London, England: Sage.
- Groenez, S., W. Vantieghem, M. Lamberts, and P. Van Avermaet. 2018. “Diversiteitsbarometer Onderwijs Vlaamse Gemeenschap.” In Diversiteitsbarometer onderwijs, 47–193. Brussels: Unia.
- Hair, J. F., W. C. Black, B. J. Babin, R. E. Anderson, and R. L. Tatham. 1998. Multivariate Data Analysis (Vol. 5, No. 3, pp. 207-219). Upper Saddle River, NJ: Prentice Hall.
- Hall, T. 2002. Differentiated Instruction. Effective Classroom Practices Report. National Center on Accessing the General Curriculum, US Office of Special Education Programs.
- Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Abingdon: Taylor & Francis.
- Latz, A. O., and C. M. Adams. 2011. “Critical Differentiation and the Twice Oppressed: Social Class and Giftedness.” Journal for the Education of the Gifted 34 (5): 773–789. doi: 10.1177/0162353211417339
- Mastropieri, M. A., T. E. Scruggs, J. J. Norland, S. Berkeley, K. McDuffie, E. H. Tornquist, and N. Connors. 2006. “Differentiated Curriculum Enhancement in Inclusive Middle School Science Effects on Classroom and High-Stakes Tests.” The Journal of Special Education 40 (3): 130–137. doi: 10.1177/00224669060400030101
- Mittler, P. 2012. Working Towards Inclusive Education: Social Contexts. London: Routledge.
- Mortier, K., G. Van Hove, and E. De Schauwer. 2010. “Supports for Children with Disabilities in Regular Education Classrooms: an Account of Different Perspectives in Flanders.” International Journal of Inclusive Education 14 (6): 543–561. doi: 10.1080/13603110802504929
- Reis, S. M., D. B. McCoach, C. A. Little, L. M. Muller, and R. B. Kaniskan. 2011. “The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools.” American Educational Research Journal 48 (2): 462–501. doi: 10.3102/0002831210382891
- Ryan, R. M., and E. L. Deci. 2000. “Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being.” American Psychologist 55 (1): 68. doi: 10.1037/0003-066X.55.1.68
- Schraepen, B., J. Lebeer, L. Vanpeperstraete, and T. Hancké. 2010. Draagkracht ten aanzien van diversiteit en inclusief onderwijs voor lagere scholen in de provincie Antwerpen. Antwerpen: Plantijn Hogeschool.
- Smale-Jacobse, A. E., A. Meijer, M. Helms-Lorenz, and R. Maulana. 2019. “Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence.” Frontiers in Psychology 10: 2366. doi: 10.3389/fpsyg.2019.02366
- Sousa, D. A., and C. A. Tomlinson. 2011. Differentiation and the Brain: How Neuroscience Supports the Learner – Friendly Classroom. Solution Tree Press: Bloomington.
- Tieso, C. 2004. “The Effects of Grouping Practices and Curricular Adjustments on Achievement.” Journal for the Education of the Gifted 29 (1): 60–89. doi: 10.1177/016235320502900104
- Tobin, R. 2006. “Five Ways to Facilitate the Teacher Assistant’s Work in the Classroom.” Teaching Exceptional Children Plus 2 (6): n6.
- Tomlinson, C. A. 1999. “Mapping a Route Toward Differentiated Instruction.” Educational Leadership 57: 12–17.
- Tomlinson, C. A. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
- Tomlinson, C. A. 2014. The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
- Tomlinson, C. A. 2017. How to Differentiate Instruction in Academically Diverse Classrooms. Alexandria: ASCD.
- Tomlinson, C. A., C. Brighton, H. Hertberg, C. M. Callahan, T. R. Moon, K. Brimijoin, L. A. Conover, and T. Reynolds. 2003. “Differentiating Instruction in Response to Student Readiness, Interest and Learning Profile in Academically Diverse Classrooms: a Review of the Literature.” Journal for the Education of the Gifted 27 (2/3): 119–145. doi: 10.1177/016235320302700203
- Tomlinson, C. A., and M. B. Imbeau. 2010. Leading and Managing a Differentiated Classroom. Alexandria: ASCD.
- Topping, K. J., and S. W. Ehly. 2001. “Peer Assisted Learning: A Framework for Consultation.” Journal of Educational and Psychological Consultation 12: 113–132. doi: 10.1207/S1532768XJEPC1202_03
- Valiandes, S. 2015. “Evaluating the Impact of Differentiated Instruction on Literacy and Reading in Mixed Ability Classrooms: Quality and Equity Dimensions of Education Effectiveness.” Studies in Educational Evaluation 45: 17–26. doi: 10.1016/j.stueduc.2015.02.005
- Van Houtte, M., and P. A. J. Stevens. 2009. “School Ethnic Composition and Students’ Integration Outside and Inside Schools in Belgium.” Sociology of Education 82: 217–239. doi: 10.1177/003804070908200302
- van Kraayenoord, C. E. 2007. “School and Classroom Practices in Inclusive Education in Australia.” Childhood Education 83 (6): 390–394. doi: 10.1080/00094056.2007.10522957
- Vertovec, S. 2006. The Emergence of Super-Diversity in Britain. COMPAS WP-06-25. Oxford: Centre on Migration Policy and Society.
- Voltz, D. L. 2003. “Collaborative Infusion: An Emerging Approach to Teacher Preparation for Inclusive Education.” Action in Teacher Education 25 (1): 5–13. doi: 10.1080/01626620.2003.10463287
- Whitburn, J. 2001. “Effective Classroom Organisation in Primary Schools: Mathematics.” Oxford Review of Education 27 (3): 411–428. doi: 10.1080/03054980125200
- Woolfolk, A. 2010. Educational Psychology. London: The Ohio State University: Pearson Education International.