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Grading and Differentiation: Paradox or Good Practice?

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References

1999The Differentiated Classroom: Responding to the Needs of All Learners2,395 cited
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2000Transforming Classroom Grading250 cited
2003Assessing student performance243 cited

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2013Three Paradigms of Gifted Education186 cited
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2016Teacher perceived difficulty in implementing differentiated instructional strategies in primary school145 cited
2012Personalised learning: lessons to be learnt138 cited
2014Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach132 cited
2017Professional growth in adaptive teaching competence as a result of Lesson Study130 cited
2014Differentiated learning: from policy to classroom113 cited
2018Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

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2019Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices96 cited

2014Fairness as a multifaceted quality in classroom assessment88 cited

2015A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students84 cited

2011Examining Differentiated Instruction: Teachers Respond.82 cited

2020Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education80 cited

2011Being Fair: Teachers’ Interpretations of Principles for Standards-Based Grading79 cited

2021Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction63 cited

2021Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?63 cited