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• W2964224148 abstract "This longitudinal qualitative multicase study explored the development of 2 elementary school teachers’ practical visions, or “enactment images,” of differentiation. Spanning participants’ final year in a teacher preparation program and first 4 years of teaching, the study traced the evolution of their practical visions of enacting differentiation, how those visions informed their teaching practice, and how contextual factors informed their practical visions. Although both participants received the same teacher education training, held committed beliefs in the importance and feasibility of differentiation, and taught in schools with explicit commitments to differentiation, salient differences existed between participants’ facility with developing images of its implementation and executing differentiated lessons. Participants’ contrasting practical visions of differentiation informed implementation by supporting or detracting from enactment based on the degree to which novices could envision executing differentiated lessons. Contextual factors informed each participant’s practical vision by buttressing or inhibiting novices’ processes of building visions of enactment." @default.
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• W2964224148 date "2019-09-01" @default.
• W2964224148 modified "2023-09-27" @default.
• W2964224148 title "Visions of Differentiation" @default.
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• W2964224148 doi "https://doi.org/10.1086/704252" @default.
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