Differentiated and Individualized Instruction - The State Education ...

CONNECTICUT STATE DEPARTMENT OF EDUCATIONDIVISION OF EDUCATIONAL PROGRAMS AND SERVICESBUREAU OF SPECIAL EDUCATIONDifferentiated and IndividualizedInstruction1999-2003Compiled by:The SERC Library25 Industrial Park Rd.Middletown, CT 064571-860-632-1485www.ctserc.orgPLEASE NOTE:As of July 1, 2002 the SERC Library bibliographies are typed in accordance withthe 5 th edition Publication Manual of the American Psychological Association with theonly exception being that they are not double-spaced in order to save paper.Resources included in this bibliography do not indicate approval or endorsementby SERC or the CT State Department of Education. The listings are provided solely as aresource of general information.Please note citations with a W (Wilson’s Education Index), PB (EBSCOHost Psychology andBehavioral Sciences Collection), PD (EBSCOHost Professional Development Collection) and E (EBSCOHostERIC) after the page listings can be downloaded from the online databases available at the SERC Library.SL after the page listings indicates that the journal article is available in the SERC Library’s journalcollection.

Brooks, A., Vaughan, K., & Berninger, V. (1999). Tutorial interventions for writing disabilities: Comparisonof transcription and text generation processes. Learning Disability Quarterly, 22, 183-190 SL.Brown, W. H., Odom, S.L., Li, S., & Zercher, C. (1999). Ecobehavioral assessment in early childhoodprograms: A portrait of preschool inclusion. Journal of Special Education, 33, 138-153 SL E.Bursuck, W. D., Munk, D.D., Nelson, C., & Curran, M. (2002). Research on the prevention of readingproblems: Are kindergarten and first grade teachers listening? Preventing School Failure, 47,4-9 SL E.Bushman, J., Goodman, G., Brown-Welty, S., & Dorn, S. (2001). California testing: How principals choosepriorities. Educational Leadership, 59(1), 33-36 SL E.Buysse, V., Skinner, D., & Grant, S. (2001). Toward a definition of quality inclusion: Perspectives of parentsand practitioners. Journal of Early Intervention, 24, 146-161 SL.Callahan, C. M. (1999). Classrooms for learners, not winners or losers. High School Magazine, 7(1),22-28 SL W.Callahan, C. M. (2001). Fourth down and inches. Journal of Secondary Gifted Education, 12, 148-156 SL E.Center, Y., Freeman, L., & Robertson, G. (2000). The relative effect of a code-oriented and a meaningorientedearly literacy program on regular and low progress Australian students in year 1 classroomswhich implement reading recovery. International Journal of Disability, Development and Education,48, 207-232 SL E.Coufal, K. L. (2002). Technology teaching or mediated learning, part II, 1990's: Literacy linkages andintervention contexts. Topics in Language Disorders, 22(4), 29-55 SL PB.Dahl, K. L., Scharer, P.L., Lawson, L.L. (1999). Phonics instruction and student achievement in wholelanguage first-grade classrooms. Reading Research Quarterly, 34, 312-341 SL.D'Amico, J. J. (2001). A closer look at the minority achievement gap. ERS Spectrum, 19(2), 4-10 SL.Daniels, D. H., Perry, K.E. (2003). "Learner-centered" according to children. Theory into Practice, 42, 102-108 SL W.Davalos, R., & Griffin, G. (1999). The impact of teachers' individualized practices on gifted students in rural,heterogeneous classrooms. Roeper Review, 21, 308-314 SL E.Davalos, R. A., & Griffin, G. (1999). Empowering teachers and students to change through shared language.Education (Chula Vista, CA), 119, 542-550 W.Decker, G. S. (2003). Creating a framework to make data-driven instruction a reality. Multimedia Schools,10(2), 22-25 W.Delisle, J. R. (1999). For gifted students, full inclusion is a partial solution. Educational Leadership, 57(3),80-83 SL E.3

Donaldson, G. A., Jr. (2000). A promising future for every student: Maine invests in secondary reform.NASSP Bulletin, 84(615), 100-107 SL.Donovan, C. A., Rovegno, I., & Dolly, J.P. (2000). Teaching development and diversity in field-basedmethods courses. Action in Teacher Education, 22(3), 37-46 SL W.Dowling-Sendor, B. (2000). How far should an IEP go? American School Board Journal, 187(12), 12-17 SL.Doyle, M. B. (2000). Transition plans for students with disabilities. Educational Leadership, 58(1), 46-48SL W.DuBosq, J. E. (2002). Take it to the next level individualized instruction in technology education. TechDirections, 61(7), 29-32 SL PD.Dunn, M. A. (2000). Staying the course of open education. Educational Leadership, 57(7), 20-24 SL E.Duwell, M. J., & Bennett, E. (2000). Weaving technology into gifted curriculum. Understanding Our Gifted,12(3), 9-13 SL.Easton, L. B. (2002). Lessons from learners. Educational Leadership, 60(1), 64-68 SL E.Edmiaston, R. K., & Fitzgerald, L.M. (2000). How Reggio Emilia encourages inclusion. EducationalLeadership, 58(1), 66-69 SL W.Erb, T. (2002). Diverse students learning to new standards. The editor reflects. Middle School Journal, 33(3),4 SL.Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers' beliefswhen implementing an innovative educational system in the Netherlands. British Journal ofEducational Psychology, 72, 227-244 PB.Fahey, J. A. (2000). Who wants to differentiate instruction? We did--. Educational Leadership, 58(1), 70-72SL W.Fischer, D. (2000). Curriculum & instruction for all abilities and intelligences. High School Magazine, 7(7),21-25, 52 SL.Fischer, K. W., & Rose L.T. (2001). Webs of skill: How students learn. Educational Leadership, 59(3), 6-12SL W.Freschi, D. F. (1999). Guidelines for working with one-to-one aides. Teaching Exceptional Children, 31(4),42-45 SL.Fuchs, L. S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A casestudy. Focus on Exceptional Children, 33(6), 1-14 SL W.Ganley, K. (200o). Quality goals, objectives, benchmarks. ASHA Leader, 5(18), 4-6 PD.Garcia, J. C. (2001). An instrument to help teachers assess learners' attitudes towards multimedia instruction.Education, 122(1), 94-102 PD.4

Gelzheiser, L. M., Griesemer, B.A., & Pruzek, R.M. (2000). How are developmentally appropriate ortraditional teaching practices related to the mathematics achievement of general and special educationstudents? Early Education and Development, 11, 217-238 SL.Gentry, M., & Owen, S.V. (1999). An investigation of the effects of total school flexible cluster grouping onidentification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-243 SL.Geocaris, C., & Ross, M. (1999). A test worth taking. Educational Leadership, 57(1), 29-33 SL E.George, P. S., & McEwin, C.K. (1999). High schools for a new century: Why is the high school changing?NASSP Bulletin, 83(606), 10-24 SL.George, P. S., Weast, J.D., & Jones, L. (2000). Revitalizing middle schools: The Guilford County process.Middle School Journal, 31(3), 3-11 SL.Germain, R. (2001). Access to numeracy: A case study. British Journal of Special Education, 28, 182-186SL E.Goldberg, M. F. (2001). Balanced optimism: An interview with Linda Darling-Hammond. Phi Delta Kappan,82, 687-690 SL E.Goodwin, A. L. (2002). Teacher preparation and the education of immigrant children. Education and UrbanSociety, 34, 156-172 SL.Gould, H. C. (2000). Can we meet standards and encourage teachers to differentiate for the highly able?NASSP Bulletin, 84(615), 74-78 SL W.Grant, J. (2003). Differentiating for diversity. Principal (Reston, VA), 82(3), 48-51 W.Gunter, P. L., Denny, R.K., & Venn, M.L. (2000). Modification of instructional materials and procedures forcurricular success of students with emotional and behavioral disorders. Preventing School Failure, 44,116-121 SL W.Halbach, A., Ehrle, K, Zahorik, J., & Molnar, A. (2001). Class size reduction: From promise to practice.Educational Leadership, 58(6), 32-35 SL E.Hausman, C., & Brown, P.M. (2002). Curricular and instructional differentiation in magnet schools: Marketdriven or institutionally entrenched? Journal of Curriculum and Supervision, 17, 256-276 SL W.Herr, P. (2000). Reaching every student: The Loudon County story. Multimedia Schools, 7(1), 38-41 W.Heuser, D. (2000). Reworking the workshop for math and science. Educational Leadership, 58(1), 34-37SL W.Hiebert, E. H., & Pearson, P.D. (2000). Building on the past, bridging to the future: A research agenda for theCenter for the Improvement of Early Reading Achievement. The Journal of Educational Research(Washington, D.C.), 93(3), 133-144 W.Hollifield, T. (2000). Reflections from an inclusion teacher. Primary Voices K-6, 9(1), 24-26 SL.5

Holloway, J. H. (2000). Preparing teachers for differentiated instruction. Educational Leadership, 58(1), 82-83SL W.Honigsfeld, A. (1999). Global warming: It's not cool! Science and Children, 36(6), 46-51 SL.Hooper, D. W. (2002). Improving instruction as a team. School Administrator, 59(4), 42 W.Houtveen, T., & Van de Grift, W. (2001). Inclusion and adaptive instruction in elementary education. Journalof Education for Students Placed at Risk (JESPAR), 6, 389-409 SL E.Hughes, L. (1999b). Action research and practical inquiry: How can I meet the needs of the high-abilitystudent within my regular education classroom? Journal for the Education of the Gifted, 22, 282-297SL W.Hulse, J. (2002). Supporting advanced learners. Principal Leadership (Middle School Ed.), 2(8), 32-35 W.Hurth, J., Shaw, E., Izeman, S.G., Whaley, K., & Rogers, S.J. (1999). Areas of agreement about effectivepractices among programs serving young children with autism spectrum disorders. Infants and YoungChildren, 12(2), 17-28 SL E.Ivey, G. (2000). Redesigning reading instruction. Educational Leadership, 58(1), 42-45 SL W.Javid, M. A. (2000). A suggested model for a working cyberschool. Educational Technology, 40(1), 61-63 SL.Jenkins, J. M., & Keefe, J.W. (2001). Strategies for personalizing instruction: A typology of improvingteaching and learning. NASSP Bulletin, 85, 72-82 SL W.Jenkins, J. M., & Keefe, J.W. (2002a). Personalized instruction. Phi Delta Kappan, 83, 440-449 SL.Jenkins, J. M., & Keefe, J.W. (2002b). Two schools: Two approaches to personalized learning. Phi DeltaKappan, 83, 449-457 SL PD.Johnson, A. P. (2000). How to use thinking skills to differentiate curricula for gifted and highly creativestudents. Gifted Child Today, 24(4), 58-63 SL W.Johnson, G. M. (1999). Inclusive education: Fundamental instructional strategies and considerations.Preventing School Failure, 43, 72-78 SL E.Joonkoo, Y., & Shapiro, D. (2000). Reaching IEP goals in the general physical education class. Journal ofPhysical Education, Recreation & Dance (JOPERD), 71(8), 33-38 SL.Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies.Reading Research Quarterly, 35, 458-492 SL.Kaplan, S. N. (2002). Awakening and elaborating differentiation in social studies content and instruction.Gifted Child Today, 25(3), 18-23 SL W.Kapusnick, R. A., & Hauslein, C.M. (2001). The 'silver cup' of differentiated instruction. Kappa Delta PiRecord, 37, 156-159 W.6

Karp, K. S., & Voltz, D.L. (2000). Weaving mathematical instructional strategies into inclusive settings.Intervention in School and Clinic, 35(206-215 SL E).Keefe, J. W., & Jenkins, J.M. (2002). Personalized instruction. Phi Delta Kappan, 83, 440-448 SL.Kern, L., Delaney, B., Clarke, S., Dunlap, G., & Childs, K. (2001). Improving the classroom behavior ofstudents with emotional and behavioral disorders using individualized curricular modifications.Journal of Emotional and Behavioral Disorders, 9, 239-247 SL E.Kleinert, H. L., Kennedy, S., & Kearns, J.F. (1999). The impact of alternate assessments: A statewide teachersurvey. Journal of Special Education, 33, 93-102 SL E.Kliewer, C., & Landis, D. (1999). Individualizing literacy instruction for young children with moderate tosevere disabilities. Exceptional Children, 66(1), 85-100 SL.Klonsky, S., & Klonsky, M. (1999). Countering anonymity through small schools. Educational Leadership,57(1), 38-41 SL E.Koeing, A. J., & Holbrook, M.C. (2000). Ensuring high-quality instruction for students in Braille literacyprograms. Journal of Visual Impairment & Blindness, 94, 677-694 SL E.Kroeger, S. D., & Leibold, C.K. (1999). Creating a sense of ownership in the IEP process. TeachingExceptional Children, 32(1), 4-10 SL PD.Kuntz, K. J., McLaughlin, T.F., & Howard, V.F. (2001). A comparison of cooperative learning and smallgroup individualized instruction for math in a self-contained classroom for elementary students withdisabilities. Educational Research Quarterly, 24(3), 41-57 PB.Landis, M. (2002). Language and literacy, digitally speaking. Topics in Language Disorders, 22(4), 55-69SL E.Landrum, M. S. (2001). An evaluation of the catalyst program: Consultation and collaboration in giftededucation. Gifted Child Quarterly, 45(139-151 SL).Larkin, M. J. (2001). Providing support for student independence through scaffolded instruction. TeachingExceptional Children, 34(1), 30-34 SL E.Leyser, Y. (2002). Choices of instructional practices and efficacy beliefs of Israeli general and specialeducators: A cross-cultural research initiative. Teacher Education and Special Education, 25,154-167 SL.Leyser, Y., & Tappendork, K. (2001). Are attitudes and practices reading mainstreaming changing? A case ofteachers in two rural school districts. Education (Chula Vista, CA), 121, 751-760 W.Liddle, K. (2000). Data-driven success: How one elementary school mined assessment data to improveinstruction. American School Board Journal, 187(3), 30-32 SL.Littky, D., & Allen, F. (1999). Whole-school personalization, one student at a time. Educational Leadership,57(1), 24-29 SL PD7

Lloyd, C., Wilton, K., & Townsend, M. (2000). Children at high-risk for mild intellectual disability in regularclassrooms: Six New Zealand case studies. Education and Training in Mental Retardation andDevelopmental Disabilities, 35(1), 44-54 SL.Lou, Y., Abrami, P.C., & d'Apollonia, S. (2001). Small group and individual learning with technology: Ameta-analysis. Review of Educational Research, 71, 449-521 SL.Manthey, G. (2002). Differentiation of student practice no longer optional. Leadership, 31(5), 33 W.Marlowe, J. (2000). Learning alone. American School Board Journal, 187(12), 56-57, 62 SL.Massey, N. G., & Wheeler, J.J. (2000). Acquisition and generalization of activity schedules and their effectson task engagement in a young child with autism in an inclusive pre-school classroom. Education andTraining in Mental Retardation and Developmental Disabilities, 35, 326-335 SL.Masterson, J. J., & Crede, L.A. (1999). Learning to spell: Implications for assessment and intervention.Language, Speech, and Hearing Services in Schools, 30, 243-254 SL E.Mawhinney, T. S. (2000). Finding the answer. Principal Leadership (High School Ed.), 1(4), 44-48 W.McAdamis, S. (2000). A district-wide plan for acceleration and enrichment: Rockwood School District,Eureka. Gifted Child Today, 23(3), 20-27 SL W.McAdamis, S. (2001). Individual paths. Journal of Staff Development, 22(2), 48-50 SL W.McCathren, R. B. (2000). Teacher-implemented prelinguistic communication intervention. Focus on Autismand Other Developmental Disabilities, 15(1), 21-29 SL E.McCullen, C. (2003). Celebrating differences. Principal Leadership (High School Ed.), 3(8), 34-36 W.Miracle, S. A., Collins, B.C., Schuster, J.W., & Grisham-Brown, J. (2001). Peer-versus teacher-deliveredinstruction: Effects on acquisition and maintenance. Education and Training in Mental Retardationand Developmental Disabilities, 36, 373-385 SL.Mobayed, K. L., Collins, B.C., Strangis, D.E., Schuster, J.W., & Hemmeter, M.L. (2000). Teaching parents toemploy mand-model procedures to teach their children requesting. Journal of Early Intervention, 23,165-179 SL.Moody, S. W., Vaughn, S., & Hughes, M.T. (2000). Reading instruction in the resource room: Set up forfailure. Exceptional Children, 66, 305-316 SL W.Moore, S. D., & Bintz, W.P. (2002). Teaching geometry and measurement through literature. MathematicsTeaching in the Middle School, 8(2), 78-84 SL W.Morrison, F. J., & Connor, C.M. (2002). Understanding schooling effects on early literacy: A workingresearch strategy. Journal of School Psychology, 40, 493-500 SL E.Nuckles, C. R. (2000). Student-centered teaching: Making it work. Adult Learning, 11(4), 5-7 PD.Olenchak, F. R. (2001). Lessons learned from gifted children about differentiation. The Teacher Educator,36(3), 185-198 W.8

O'Neil, J., & Tell, C. (1999). Why students lose when 'tougher standards' win. Educational Leadership, 57(1),18-23 SL PD.Opitz, M. F. (1999). Empowering the reader in every child: The case for flexible grouping when teachingreading. Instructor, 108(5), 35-38 SL W.Page, S. W. (2000). When changes for the gifted spur differentiation for all. Educational Leadership, 58(1),62-65 SL W.Pardini, P. (2002). Connecticut program builds on the portfolio. Journal of Staff Development, 23(4), 50-53SL W.Parker, M. A., & Schuster, J.W. (2002). Effectiveness of simultaneous prompting on the acquisition ofobservational and instructive feedback stimuli when teaching a heterogeneous group of high schoolstudents. Education and Training in Mental Retardation and Developmental Disabilities, 37,89-104 SL.Parker, R., Hasbrouck, J.E., & Denton, C. (2002a). How to tutor students with reading comprehensionproblems. Preventing School Failure, 47(1), 45-47 SL E.Parker, R., Hasbrouck, J.E., & Denton, C. (2002b). How to tutor students with reading problems. PreventingSchool Failure, 47(1), 42-44 SL E.Paterson, W. (2000). Change for good: Staying the course. High School Magazine, 7(7), 5-6,8-9 SL.Peetsma, T. (2001). Inclusion in education: Comparing pupils' development in special and regular education.Educational Review, 53, 125-136 PB.Pettig, K. L. (2000). On the road to differentiated practice. Educational Leadership, 58(1), 14-18 SL W.Pretti-Frontczak, K. L., Barr, D., & Macy, M. (2003). Research and resources related to activity-basedintervention, embedded learning opportunities, and routines-based instruction: An annotatedbibliography. Topics in Early Childhood Special Education, 23(1), 29-39 SL W.Raiche, N. (2000). A second chance to learn to read. Leadership, 30(2), 18-21 PD.Ray, B. D. (2002). Customization through home schooling. Educational Leadership, 59(7), 50-54 SL W.Raywid, M. A. (2001). What to do with students who are not succeeding. Phi Delta Kappan, 82, 582-584SL E.Renzulli, J. S. (2001). Academies of inquiry and talent development, part II. Middle School Journal, 32(3),7-14 SL.Rose, T. D. (1999). Middle school teachers: Using individualized instruction strategies. Intervention in Schooland Clinic, 34, 137-142, 162 SL PD.Rousseau, M. K., & Tam, K.Y. (1999). Individualized instruction: Meeting the diverse learning needs ofincarcerated youth. Reaching Today's Youth: The Community Caring Journal, 3(3), 43-50 SL.9

Ruder, S. (2000). We teach all. Educational Leadership, 58(1), 49-51 SL W.Rutherford, R. B. J., ed & Mathur, S.R., ed. (2002). Severe behavior disorders of children and youth.Education and Treatment of Children, 25, 377-551 SL W.Salend, S. J., & Rohena, E. (2003). Students with attention deficit disorders: An overview. Intervention inSchool and Clinic, 38, 259-266 SL W.Scheider, E. (2000). Shifting into high gear. Educational Leadership, 58(1), 57-60 SL W.Scherer, M. (2000). Standardized instruction-effects may vary. Educational Leadership, 58(1), 5-8 SL PD.Schirmer, B. R., Bailey, J., & Fitzgerald, S.M. (1999). Using a writing assessment rubric for writingdevelopment of children who are deaf. Exceptional Children, 65, 383-397 SL.Schniedewind, N., & Davidson, E. (2000). Differentiating cooperative learning. Educational Leadership,58(1), 24-27 SL W.Schoen, S. F., & Schoen, A.A. (2003). Action research in the classroom: Assisting a linguistically differentlearner with special needs. Teaching Exceptional Children, 35(2), 16-21 SL E.Shelton, C. M. (2000). Portraits of emotional awareness. Educational Leadership, 58(1), 30-32 SL W.Silliman, E. R., Bahr, R., & Beasman, J. (2000). Scaffolds for learning to read in an inclusion classroom.Language, Speech, and Hearing Services in Schools, 31, 265-279 SL W.Sizer, T. R. (1999a). Michael alone. American School Board Journal, 186(9), 29-30 SL.Sizer, T. R. (1999b). No two are quite alike. Educational Leadership, 57(1), 6-11 SL PD.Smith, F. (2001). Just a matter of time. Phi Delta Kappan, 82, 572-576 SL.Smith, T., Groen, A.D., & Wynn, J.W. (2000). Randomized trial of intensive early intervention for childrenwith pervasive developmental disorder. American Journal on Mental Retardation, 105, 269-285 SL.Smutny, J. F. (2003). Differentiated instruction. Phi Delta Kappa Fastbacks(506), 7-47 W.Stanford, P., & Siders, J.A. (2001). Authentic assessment for intervention. Intervention in School and Clinic,36(163-167 SL E).Stecker, P. M., & Fuchs, L.S. (2000). Effecting superior achievement using curriculum-based measurement:The importance of individualized progress monitoring. Learning Disabilities: Research & Practice,15, 128-134 SL E.Stough, L. M., & Palmer, D.J. (2003). Special thinking in special settings: A qualitative study of expertspecial educators. Journal of Special Education, 36, 206-222 SL W.Strot, M. (1999). A technology plan for math skills. Gifted Child Today, 22(3), 30-31 SL E.Taylor, L., & Adelman, H.S. (1999a). Keeping reading and writing problems in broad perspective. Readingand Writing Quarterly: Overcoming Learning Difficulties, 15, 351-353 SL E.10

Taylor, L., & Adelman, H.S. (1999b). Personalizing classroom instruction to account for motivational anddevelopmental differences. Reading and Writing Quarterly: Overcoming Learning Difficulties, 15,255-276 SL E.Terebhoff, I. I. (2002). Elements of adult learning in teacher professional development. NASSP Bulletin, 86,65-77 SL W.Tomlinson, C. A. (2000a). Differentiated instruction: Can it work? The Education Digest, 65(5), 25-31 W.Tomlinson, C. A. (2000b). Reconcilable differences? Standards-based teaching and differentiation.Educational Leadership, 58(1), 6-11 SL W.Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1),12-16 SL W.Tomlinson, C. A. (2001). Differentiated instruction in the regular classroom: What does it mean? How does itlook? Understanding Our Gifted, 14(1), 3-6 SL.Tomlinson, C. A. (2002). Different learners, different lessons. Instructor, 112(2), 21, 24-26 SL W.Towle, W. (2000). The art of the reading workshop. Educational Leadership, 58(1), 38-41 SL W.Troxclair, D. A. (2000). Differentiating instruction for gifted students in regular educational social studiesclasses. Roeper Review, 22, 195-198 SL W.Tukey, L. (2002). Differentiated instruction and a game of golf. The Education Digest, 68(2), 37-40 W.Van den Berg, R., Sleegers, P., & Geijsel, F. (2001). Teachers' concerns about adaptive teaching: Evaluationof a support program. Journal of Curriculum and Supervision, 16, 245-258 SL E.Walther-Thomas, C. (2001). Nancy Waldron and James McLeskey interview. Intervention in School andClinic, 36, 175-182 SL PD.Wehrmann, K. S. (2000). Baby steps: A beginner's guide. Educational Leadership, 58(1), 20-23 SL W.Werderich, D. E. (2002a). Individualized responses: Using journal letters as a vehicle for differentiatedreading instruction. Journal of Adolescent & Adult Literacy, 45, 746-754 SL W.Werderich, D. E. (2002b). Individualized responses: Using journal letters as a vehicle for differentiatedreading instruction. Journal of Adolescent & Adult Literacy, 45, 746-754 SL E.Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction ofIsraeli prospective teachers. The Journal of Educational Research (Washington, D.C.), 96(1), 54-63 W.Winebrenner, S. (2000). Gifted students need an education, too. Educational Leadership, 58(1), 52-56 SL W.Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. Intervention in School and Clinic,38, 131-137 SL E.Yoo, S. Y. (2001). Using portfolios to reflect on practice. Educational Leadership, 58(8), 78-81 SL E.11

Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using acurriculum-based instructional management system to enhance math achievement in urban schools.Journal of Education for Students Placed at Risk (JESPAR), 8, 247-267 SL PB.Zahorik, J. A. (1999). Reducing class size leads to individualized instruction. Educational Leadership, 57(1),50-53 SL E PD.Zickel, J. P., & Arnold, E. (2001). Putting the I in the IEP. Educational Leadership, 59(3), 71-73 SL E.Zigmond, N. (2001). Special education at a crossroads. Preventing School Failure, 45(2), 70-75 SL PD.12