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Differentiated Instruction and Educational Standards: Is Detente Possible?

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Title: Differentiated Instruction and Educational Standards: Is Detente Possible?
Authors: McTighe, Jay, Brown, John L.
Source: Theory Into Practice. Summer2005, Vol. 44 Issue 3, p234-244. 11p.
Subjects: Individualized instruction, Continuous progress programs, Individualized education programs, Mastery learning, Educational standards, Curriculum, Detente
Abstract: This article addresses the increasingly critical issue of how educators can reconcile standards-driven accountability imperatives with the growing need to address the individual strengths and needs of diverse learners. It argues that not only are these 2 issues reconcilable, it is imperative that educators attend to them simultaneously and consistently if continuous improvement is to occur in schools and districts. The authors respond to three essential questions at the heart of these issues: How can we address required content and grade-level performance standards while remaining responsive to individual students? Can differentiation and standards coexist? How do we maintain standards without standardization? [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Differentiated Instruction and Educational Standards: Is Detente Possible?
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  Data: This article addresses the increasingly critical issue of how educators can reconcile standards-driven accountability imperatives with the growing need to address the individual strengths and needs of diverse learners. It argues that not only are these 2 issues reconcilable, it is imperative that educators attend to them simultaneously and consistently if continuous improvement is to occur in schools and districts. The authors respond to three essential questions at the heart of these issues: How can we address required content and grade-level performance standards while remaining responsive to individual students? Can differentiation and standards coexist? How do we maintain standards without standardization? [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1207/s15430421tip4403_8
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      – Code: eng
        Text: English
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        PageCount: 11
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    Subjects:
      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: Continuous progress programs
        Type: general
      – SubjectFull: Individualized education programs
        Type: general
      – SubjectFull: Mastery learning
        Type: general
      – SubjectFull: Educational standards
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Detente
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      – TitleFull: Differentiated Instruction and Educational Standards: Is Detente Possible?
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              Text: Summer2005
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