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Differentiating Instruction in Response to Student Readiness, Interest, and LearningProfile in Academically Diverse Classrooms:A Review of LiteratureCarol Ann Tomlinson, Catherine Brighton, HollyHertberg, Carolyn M. Callahan, Tonya R. Moon, Kay Brimijoin, Lynda A. Conover, & Timothy ReynoldsBoth the current school reform and standards movements call for enhanced qualityof Instruction for all learners. Recent emphases on heterogeneity, special educationinclusion, and reduction in out-of-class services for gifted learners, combined withescalations in cultural diversity in classrooms, make the challenge of serving acad-emically diverse learners in regular classrooms seem an inevitable part of a teacher srole. Nonetheless, indications are that most teachers make few proactive modifica-tions based on learner variance.
our schools, with increasing populations of children of immigrant and migrant families expanding the presence of cultural diversity in schools. Half of all children will live in single-parent homes at some time during their school years (Sapon-Shevin, 2000/2001). These demographic realities are intensified by (a) an emphasis on
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