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Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient

Classroom Teachers Have the Time, the Skill, and the Will to Differentiate Adequately

University of Virginia, hollydavis{at}virginia.edu

References

• Brighton, C., Hertberg, H., Callahan, C., Tomlinson, C., & Moon, T. ( 2005). The feasibility of high end learning in academically diverse middle schools (Research Monograph 05210). Storrs, CT: National Research Center on the Gifted and Talented.
• Fullan, M. ( 1993). The new meaning of educational change (2nd ed.). New York: Teachers College Press.
• Moon, T.R., Brighton, C.M., & Callahan, C.M. (2003). State standardized testing programs: Friend or foe of gifted education? Roeper Review, 25, 49-60.
• Reis, S.M., Westberg, K.L., Kulikowich, J.K., Caillard, F., Hébert, T.P., Plucker, J., et al. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.
• Robinson, A. ( 2008). Teacher characteristics. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 669-680). Waco, TX: Prufrock Press.
• Starko, A.J. ( 2008). Teacher preparation. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 681-694). Waco, TX: Prufrock Press.
• Tomlinson, C. ( 2000). Reconcilable differences: Standards-based teaching and differentiation. Educational Leadership, 58(1), 6-11.
• Tomlinson, C. ( 2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
• Westberg, K.L., Archambault, F.X., Dobyns, S.M., & Salvin, T.J. ( 1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms (Research Monograph 93104). Storrs, CT: National Research Center on the Gifted and Talented.
• Westberg, K.L., & Daoust, M.E. ( 2004). The results of the replication of the classroom practices survey replication in two states. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.

Gifted Child Quarterly, Vol. 53, No. 4, 251-253 (2009)
DOI: 10.1177/0016986209346927


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This Article Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Hertberg-Davis, H. Social Bookmarking                         What's this?