Differentiated Instruction

Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York: The Guilford Press.

Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eyes on Education.

Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher's sourcebook. Austin, TX: University of Texas System/Texas Education Agency. Retrieved from http://www.meadowscenter.org/vgc/materials/middle_school_instruction.asp

Dodge, J. (2006). Differentiation in action: A complete resource with research-supported strategies to help you plan an organize differentiated instruction—and achieve success with all learners. New York: Scholastic.

Elbaum, B., Vaughn, S., Hughes, M. T., Moody, S. W., & Schumm, J. S. (2000). How reading outcomes of students with disabilities are related to instructional grouping formats: A meta-analytic review. In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary Special Education Research (pp. 105–135). Mahwah, NJ: Lawrence Erlbaum Associates.

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds). Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–16). Mahwah, NJ: Lawrence Erlbaum Associates.

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small group instruction promote reading success in all children. Learning Disabilities: Research and Practice, 16(4), 203–212.

Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding. Alexandria, VA: Association for Supervision and Curriculum Development.

Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities: Research and Practice, 16(2), 120–130.

Gibson, V., & Fisher, D. (2008). Managing small groups: A how-to guide. New York: MacMillan/McGraw-Hill.

Gibson, V., & Hasbrouck, J. (2008). Differentiated instruction: Grouping for success. Columbus, OH: McGraw-Hill Higher Education.

Gibson, V., & Hasbrouck, J. (2009). Differentiating instruction: Guidelines for implementation: Training manual. Wellesley Hills, MA: Gibson Hasbrouck & Associates.

Gibson, V., & Wilson, J. R. (2010a). Classroom management for young children. Wellesley Hills, MA: Gibson Hasbrouck & Associates.

Gibson, V., & Wilson, J. R. (2010b). Managing student behaviors in elementary classrooms with two choice discipline. Wellesley, MA: Gibson Hasbrouck & Associates.

Heacox, D. (2001). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3–12. Minneapolis, MN: Free Spirit Publishing.

Kosanovich, M., Ladinsky, K., Nelson, L., & Torgesen, J. (2007). Differentiated reading instruction: Small group alternative lesson structures for all students. Guidance Document for Florida "Reading First" Schools. Florida Center for Reading Research.

Lyon, G. R. (2005). Why converging scientific evidence must guide educational policies and practices. In J. S. Carlson & J. R. Levin (Eds.), The No Child Left Behind legislation: Educational research and funding (pp.77–88). Greenwich, CT: Information Age Press.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148–182.

McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management:  Managing time and space, student behavior, and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development.

Thousand, J. S., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press.

Tomlinson, C. A. (2000). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for the Supervision and Curriculum Development.

Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades K–5. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for the Supervision and Curriculum Development.

Vaughn, S., Hughes, M. T., Moody, S. W., & Elbaum, B. (2001). Grouping students who struggle with reading. Excerpt from Instructional grouping for reading for students with LD:  Implications for practice. Intervention in School and Clinic, 36(3), 131–137.

Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Bryant, D. P., Dickson, S., & Blozis, S. A. (2003). Reading instruction grouping for students with reading difficulties. Remedial and Special Education, 24(5), 301–315.