Learning Differentiation Music Education Curriculum Theory

 In 2019, I employed a Dual-Phased Integrated Summative and Directed Qualitative Content Analysis in order to integrate key foundational tenets, concepts, and strategies of differentiation instruction and curriculum theory with praxial curriculum theory design. Following an in-depth analysis and working interpretation, an emergent curriculum design theory was constructed from the expansion: Learning Differentiation Music Education Theory (Raponi 2019). This new curriculum theory, constructed from the key concepts of differentiation theory (Bender 2012; Gregory and Chapman 2002; Sousa and Tomlinson 2011; Standerfer 2011) and praxial curriculum theory (Elliott and Silverman 2015), was created to inform pre-service and in-service music educators for the purpose of addressing varied learner needs in mixed ability inclusion contexts.