Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction
Author:
Affiliation:
1. Department of Teacher Education, Karel De Grote-Hogeschool Antwerpen , Antwerpen, Belgium
2. Department of Educational Sciences, Vrije Universiteit Brussel , Brussel, Belgium
3. School of Educational Studies, Hasselt University , Hasselt, Belgium
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09650792.2020.1848604
Reference74 articles.
1. Albrecht, S.F. S.R. Mathur , R.E. Jones , and S. Alazemi . 2015. “A School-wide Three-tiered Program of Social Skills Intervention: Results of A Three-year Cohort Study.” Education and Treatment of Children 38 (4): 565–586. Retrieved from http://widgets.ebscohost.com/prod/customerspecific/s4521307/vpn.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.434514869&site=eds-live&scope=site
2. Situated Learning and Education
3. Improving Information Problem Solving skills in Secondary Education through embedded instruction
4. In Defense of Advance Organizers: A Reply to the Critics
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