@article{oai:kumadai.repo.nii.ac.jp:00024423,
 author = {古田, 弘子 and Furuta, Hiroko and 野口, 晃菜 and 米田, 宏樹 and Yoneda, Hiroki},
 journal = {熊本大学教育学部紀要 人文科学},
 month = {Dec},
 note = {本稿では、最初にカリキュラムの修正について、特に区別化(Differentiated Instruction)とコーティーチング(Co-Teaching)に焦点をあて整理・検討を行う。続いて、モンタナ州の高校における、通常教育での区別化とコーティーチングの適用の実際例について一資料を提供することを目的とする。, The aim of this study is to identify the current status of curriculum modification within the general education programs of high schools in the United States. Particular focus is given to Differentiated Instruction (DI) and Co-Teaching. First, the characteristics and models of DI and Co-teaching in the context of "standards-based reform" were reviewed. Next, teaching materials collected at a high school in the state of Montana were analyzed, along with comments collected from teachers of the school. In the era of "standards-based reform", instructional strategies such as DI and Co-teaching are utilized in order to meet legislative requirement which mandate that schools and teachers provide general education curriculum for all students. Analysis shows that DI has been conducted on the premise of providing a classroom environment that is sage and friendly for all students.},
 pages = {25--33},
 title = {アメリカ合衆国における通常教育のカリキュラム修正 : モンタナ州の高校における区別化（Differentiated Instruction）とコーティーチングの実際},
 volume = {59},
 year = {2010},
 yomi = {フルタ, ヒロコ and ヨネダ, ヒロキ}
}