Abstract School reform efforts are reflected in the Common Core State Standards (CCSS) and increasingly impact potential for differentiation of instruction, which is critical in effectively educating students with varying achievement and learning needs. Although CCSS were developed to establish a ubiquitous foundation of educational expectations by grade level for all students, differentiation has remained an essential philosophy towards instruction of students with various accelerated or adverse impacts on learning. Qualitative analyses of interviews with educators yielded insight into differentiation for students in general education, students with disabilities, and students identified as gifted and talented. Based on these voices, recommendations are offered for ways to understand the CCSS and to achieve progress and favorable change for all stakeholders.

中文翻译：

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在共同核心时代内加强差异化的策略：借鉴该领域专家的专业知识

摘要学校改革的努力反映在通用核心州标准（CCSS）中，并日益影响教学差异化的潜力，这对于有效地教育具有不同成就和学习需求的学生至关重要。尽管开发CCSS的目的是为所有学生建立按年级划分的普遍的教育期望基础，但差异化仍然是指导学生学习的基本理念，会对学习产生各种加速或不利影响。对教育工作者的访谈进行定性分析后，可以洞悉通识教育学生，残障学生和被认定为有才华的学生的差异。根据这些声音，