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Literatur & Links
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- Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
- Bondie, R., Dahnke, C. & Zusho, A. (2019). “How Does Changing ‘One-Size-Fits-All’ to Differentiated Instruction Affect Teaching?” Review of Research in Education 43 (1): 336–362.
- Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37(2), 111–127.
- Nicolae, M. (2014). Teachers’ beliefs as the differentiated instruction starting point: Research basis. Procedia-Social and Behavioral Sciences, 128, 426-431.
- Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education, 122, 103962.
- Strickland, C. A. (2009). Professional Development for Differentiated Instruction. ASCD.
- Strickland, C. A. (2009). Exploring differentiated instruction. ASCD.
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- Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., ... & Imbeau, M. B. (2008). The parallel curriculum: A design to develop learner potential and challenge advanced learners. Corwin Press.
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- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
