References: Flexible Grouping

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Bates, C. C. (2013). Flexible grouping during literacy centers: A model for differentiating instruction. YC Young Children, 68(2), 30.

Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43(1), 137-154.

Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.

Chen, B., Hwang, G. H., & Lin, T. S. (2020). Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank‐based collaborative practice system. British Journal of Educational Technology, 51(1), 36-52.

Colón, G., Zgliczynski, T., & Maheady, L. (2022). Using Flexible Grouping. In High Leverage Practices for Inclusive Classrooms (pp. 265-281). Routledge.

Dubé, F., Bessette, L., & Dorval, C. (2011). Differentiation and Explicit Teaching: Integration of Students with Learning Difficulties. Online Submission.

Ferguson, K. M. (2022). Effectively Differentiating Small Groups in High School Science (Doctoral Dissertation, Montana State University Bozeman).

Ford, M. P. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers. Learning Point Associates/North Central Regional Educational Laboratory (NCREL).

Hoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory Into practice, 41(1), 47-52.

Hunter, W. C., Barnes, K. L., Taylor, A., Rush, C., & Banks, T. (2021). Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities. Multicultural Learning and Teaching, 0(0).

Katz, J. (2015). Promoting academic achievement and critical thinking in the UDL classroom. Implementing Universal Design for Learning, 1(232), 179-393.

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important?. Remedial and Special Education, 40(6), 331-337.

McLeskey, J., Maheady, L., Billingsley, B., Brownell, M. T., & Lewis, T. J. (Eds.). (2022). High leverage practices for inclusive classrooms. Routledge.

Merrigan, C. (2018). The Effect of Small, Flexible Grouping on Academic Achievement in the High School Social Studies Classroom.