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    TÜRKIYE YÜZYILI MAARIF MODELI ÖĞRETIM PROGRAMLARI

                   KAYNAKÇA

                   Adare, A. A., Li, Y., & Gebresilase, B. M. (2023). Assessing Practices and Challenges in Implementing Differentiated
                          Instruction in Mingde Primary School. Open Journal of Social Sciences, 11(2), 79-100.
                   Akdeniz, H., & Koçer, M. (2019). Özel Yetenekliler İçin Sınıf İçi Eğitsel Düzenlemeler. Özel Yetenekli Öğrencim Var.
                          (120-155). Ankara, Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
                   Avcı, S., & Yüksel, A. (2018). Farklılaştırılmış öğretim: teori ve uygulama. (4. baskı) Ankara: Nobel Yayıncılık.
                   Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive clas-
                          srooms. Theory into practice, 44(3), 194-202.

                   CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
                   Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
                   Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated Instruction: Different Strategies for Different Learners. Crystal
                          Springs Books, PO Box 500, Peterborough, NH 03458-0050.

                   Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn′ t fit all. Corwin press.
                   Kaçmaz, N. & Kılıç, O. (2019). Özel Yeteneklilerin Eğitimi. Özel Yetenekli Öğrencim Var. İçinde (99-119). Ankara, Özel
                          Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
                   Kingore, B. W. (2004). Differentiation: Simplified, realistic, and effective: how to challenge advanced potentials in
                          mixed-ability classrooms. Professional Associates Pub.
                   Kronberg, R., York-Barr, J., Arnold, K., Gombos, S., Truex, S., Vallejo, B., & Stevenson, J. (1997). Differentiated Teaching
                          & Learning in Heterogeneous Classrooms: Strategies for Meeting the Needs of All Students.
                   Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(4), 47-51.
                   Rose, D. H., ve Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria,
                          VA: Association for Supervision and Curriculum Development.

                   Sak, U. (2010). Üstün zekâlılar: Özellikleri tanılanmaları eğitimleri. Ankara: Maya Akademi.
                   Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in
                          the classroom. Teaching and teacher education, 67, 291-301.
                   Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Virginia, USA: Association for Su-
                          pervision and Curriculum Development.

                   Tomlinson, C. A. (2007). Öğrenci gereksinimlerine göre farklılaştırılmış eğitim. SEV Matbaacılık ve Yayıncılık Eğitim
                          Ticaret AŞ.
                   Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003).
                          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), 119-145.

                   Tomlinson, C. A., ve McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting
                          content and kids. Alexandria, VA: ASCD.
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