BECOMING ARCHITECTS OF COMMUNITIES OF LEARNING - ADDRESSING ACADEMIC DIVERSITY IN CONTEMPORARY CLASSROOMS

Increasingly, general classroom teachers are expected to be primary se rvice providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in hete rogeneous settings. This qualitative study examined the preservice exp eriences of 70 novice teachers at six university sites to determine co nditions that may inhibit or facilitate their progress toward differen tiation for academically diverse learners. Themes emerging from this i nvestigation provide important guidelines for assisting beginning teac hers in differentiating instruction in inclusive classrooms.