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Individual Differences and Diversity in Twentieth-century Classrooms


by Nancy E. Perry & Philip H. Winne 2001

How 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.


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This article originally appeared as NSSE Yearbook Vol 100, No. 1.


Cite This Article as: Teachers College Record Volume 103 Number 7, 2001, p. 100-139
http://www.tcrecord.org ID Number: 18676, Date Accessed: 12/16/2017 3:48:25 PM

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About the Author
  • 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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