Carol Ann Tomlinson

Biographic Data

ID3829032
NAMECarol Ann Tomlinson
GIVEN NAMESCarol Ann
FAMILY NAMETomlinson
SIGNATURETOMLINSON C A
AFFILIATIONSUniversity of Virginia
VERIFIEDNo
TOTAL WORKS6
TOTAL CITATIONS16
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2003
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Preparing Novice Teachers to Differentiate Instruction

    Open AccessHilary Dack, Carol Ann TomlinsonARTICLEJournal of Teacher Education2025Cited by: 1References: 27

    This longitudinal multi-case study explored four early career teachers' attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to im…

  • Teaching for Excellence in Academically Diverse Classrooms

    Open AccessCarol Ann TomlinsonARTICLESociety2015Cited by: 1References: 10

  • Grading and Differentiation

    Carol Ann TomlinsonARTICLETheory Into Practice2005Cited by: 10

    Teachers often perceive an inherent conflict between "differentiated instruction," which emphasizes attention to variance in students' readiness levels, interests, and learning profiles, and "the grading system," which seems to indicate a sort of rigidity and standardization. This article examines key principles of quality differentiation and of quality grading to determine whether the two facets of educational practice are compatible. It conclud…

  • This Issue

    Carol Ann Tomlinson, Carol TomlinsonARTICLETheory Into Practice2005Cited by: 1References: 2

    2005). This Issue: Differentiated Instruction. Theory Into Practice: Vol. 44, Differentiated Instruction, pp. 183-184

  • Quality Curriculum and Instruction for Highly Able Students

    Carol Ann TomlinsonARTICLETheory Into Practice2005Cited by: 3References: 1

    2005). Quality Curriculum and Instruction for Highly Able Students. Theory Into Practice: Vol. 44, Gifted Education, pp. 160-166

  • Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms

    Open AccessCarol Ann Tomlinson, Catherine M Brighton et al.ARTICLEJournal for the Education of the…2003

    Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indication…