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Individual Differences and Diversity in Twentieth-century Classrooms by Nancy E. Perry & Philip H. Winne — 2001How has education responded to a spectrum of individual differences? This is our topic. We examine it as portrayed in the Yearbooks published by the National Society for the Study of Education throughout the twentieth century. Because even this domain is voluminous, we narrow our focus to elementary and secondary classroom settings; to trends in public education regarding the inclusion of immigrant, minority, disadvantaged, and disabled students; and to the differentiation of programming, curricula, and instructional methods.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 100, No. 1. |
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- Nancy Perry
University of British Columbia
E-mail Author
NANCY E. PERRY is Assistant Professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, Vancouver, British Columbia, Canada.
- Philip Winne
Simon Fraser University
E-mail Author
PHILIP H. WINNE is Professor of Education at Simon Fraser University, Burnaby, British Columbia, Canada. He is also Director Programs and Research Coordinator in the Faculty of Education.
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