id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-284396-prp8hiz6	Beck, Dennis	Identifying the differentiation practices of virtual school teachers	2020-10-08		.txt	text/plain	5793	302	49	Results showed that the large majority of teacher comments about differentiation definitions, assessments, curriculum, grouping and strategies fell in the novice category, and that newer virtual school teachers may struggle in developing skills in differentiation in an online environment. One study found that teachers struggle to find ways to differentiate instruction (Beasley & Beak, 2017) , but beyond that, no research compares differentiation practices of teachers across different types of virtual schools. A differentiated approach to instruction is informed by principles that include providing high quality curriculum, utilizing flexible grouping, and administering ongoing assessments within a community that respects learning activities that are challenging for all students (Tomlinson, 2001; . The best practices of teachers who differentiate instruction involve (a) the collection of information about student interests, learning profiles, and student readiness; (b) cultivation of a community in the classroom, (c) distribution of students into groups that can be easily changed based on the activity, and (d) use of formative assessment for learning (Doubet 2007) .	./cache/cord-284396-prp8hiz6.txt	./txt/cord-284396-prp8hiz6.txt