Santangelo, T. & Tomlinson, C. A. (2012)
Teacher Educators’ Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation. Action in Teacher Education, 34:4, 309-327.
Sousa, D. A. & Tomlinson, C. A. (2018).
Differentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd Edition). Bloomington, IN: Solution Tree Press.
Tomlinson, C. A. (2001).
How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2003).
Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2005).
Grading and Differentiation: Paradox or Good Practice? Theory into Practice, 44(3), 262–269.
Tomlinson, C. A. (2005).
Quality Curriculum and Instruction for Highly Able Students. Theory into Practice, 44(2), 160–166.
Tomlinson, C. A. & Allan, S. D. (2000).
Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. & Eidson, C. C. (2003).
Differentiation in practice: A resource guide for differentiating curriculum (Grades 5-9). Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. & Imbeau, M. B. (2010).
Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. & Moon, T. R. (2013).
Assessment and student success in a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Westman, L. (2018).
Student-driven differentiation: 8 steps to harmonize learning in the classroom. Thousand Oaks, California: CORWIN A SAGE Publishing Company.
Copyright @ 2018-2022 Jockey Club “Diversity at Schools” Project. All Rights Reserved.