Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway-Reference-Cited by-同舟云学术

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Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway

Published:2022-11-11 Issue: Volume: Page:1-15
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Johler Minttu¹²,Krumsvik Rune Johan³

Affiliation:

1. Centre for Studies of Educational Practice, Faculty of Education, Inland Norway University of Applied Sciences, Hamar, Norway

2. Department of Education and Sports Science, Faculty of Arts and Education, University of Stavanger, Stavanger, Norway

3. Department of Education, Faculty of Psychology, University of Bergen, Stavanger, Norway

Funder

Universitetet i Stavanger

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2022.2143721

Reference71 articles.

1. Can educational technology effectively differentiate instruction for reader profiles?

2. Still a long way to go

3. How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?

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