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TPACK for Teaching Mathematics and Science and Differentiation of Instruction: Case Study with Pre-service Special Educators

Full Paper ID: 44319
  1. aaa
    Nelly Tournaki
    CUNY College of Staten Island
  2. aaa
    Irina Lyublinskaya
    CUNY College of Staten Island

Abstract: In this paper, we argue that the TPACK framework (TPACK, Mishra & Koehler, 2006) can be used to develop excellence in teaching in a variety of classrooms, which includes differentiation of instruction. In order to examine how the quality of differentiation changes as TPACK improves, 150 lesson plans of pre-service special educators were assessed using TPACK Levels Rubric (Lyublinskaya & Tournaki, 2012). Two lesson plans were randomly selected at each level of TPACK (with total of eight) and examined for evidence of differentiation of instruction. The study describes how strategies used for differentiation parallel the levels of TPACK that were achieved by each participant.

Presider: Vibha Sharma, The Open University, Netherlands

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