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Title:	A Rationale for Differentiating Instruction in the Regular Classroom
Source:	Theory Into Practice [0040-5841] George, Paul Volume:44 Issue:3 Pages(s):185 -193

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description	1.	Sternberg, Robert J., R. "Styles of Thinking as a Basis of Differentiated Instruction." Theory into practice 44.3 (2005): 245-253.
description	2.	Lawrence-Brown, D. "Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit the Whole Class." American secondary education 32.3 (2004): 34-63.
description	3.	McTighe, J. "Differentiated Instruction and Educational Standards: Is Detente Possible?" Theory into practice 44.3: 234-244.
description	4.	Tomlinson, Carol, C. "This Issue: Differentiated Instruction." Theory into practice 44.3: 183-184.
description	5.	Gregg, Robert A. L. "REACH: A Framework for Differentiating Classroom Instruction." Preventing school failure 52.2 (2008): 31-47.
description	6.	Tomlinson, Carol A. "Sharing Responsibility for Differentiating Instruction." Roeper review 26.4 (2004): 188-189.
description	7.	Braddock, D. "Emerging Technologies and Cognitive Disability." Journal of special education technology 19.4 (2004): 49-56.
description	8.	Tomlinson, C. "Differentiated Instruction." Theory into practice 44.3 (2005): 185-273.
description	9.	Tomlinson, C. "Grading and Differentiation: Paradox or Good Practice?" Theory into practice 44.3: 262-269.
description	10.	Tomlinson, Carol Ann A. "Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature." Journal for the education of the gifted 27.2-3 (2003): 119-145.

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