Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students’ outcomes, (2) to what extent DI is used, (3) how useful teachers and high-achieving students perceive DI, and (4) which barriers and facilitators are encountered in DI’s implementation. Forty-nine studies from 2000 to 2019 were included. Differentiated instruction impacted high-achieving students’ academic achievement and motivational-affective characteristics predominantly positive. However, there was considerable heterogeneity between and within studies. Teachers typically did not use DI for high-achieving students proactively nor on a regular basis. However, teachers and high-achieving students perceived DI as valuable for encouraging high-achieving students. The barriers found might help to explain discrepancies between the extent of usage and the perceived utility, whereas the identified facilitators suggest how to overcome these barriers.
Education advocates argue that effective schools should foster multidimensional educational goals that not only include cognitive but also non-cognitive outcomes. One important non-cognitive outcome are social and emotional skills. Previous research showed that for enhancing students’ social and emotional learning (SEL) one of the most important factor is the teacher. Hence, the present study investigated teachers’ familiarity, beliefs, training, and perceived school culture with regard to social and emotional learning and its facets self-awareness, self-management, and social-awareness by applying a convergent parallel mixed-method design. We conducted in-depth interviews and an online survey with secondary teachers from different countries. The reason for collecting both qualitative and quantitative data was to obtain different but complementary data on the same topic in order to bring greater insight into this research question than would have been obtained by either type of data separately. Teachers reported an uncertainty and a lack of professional skills and knowledge in delivering SEL instructions that was particularly low for self-awareness and self-management. Therefore, in both study parts, teachers expressed strong interest in receiving professional SEL training. However, schools rarely provide resources (instruction materials, specific courses or activities) or create conditions (training teachers, devoting teaching hours, increasing number of counselors at schools, receiving school administration support), that would promote teachers’ instruction of SEL. The results do not only add to researchers’ knowledge about teachers’ SEL familiarity, beliefs, training, and school culture, but are also relevant for policymakers, administrators, and school staff by identifying critical aspects that prevent successful SEL in schools.
Das Skalenhandbuch für das Programme for International Student Assessment (PISA) 2018 umfasst die Dokumentation aller Instrumente, die in der Studie im Jahre 2018 in Deutschland eingesetzt wurden. Neben den Fragen – den sogenannten Items – des Schülerfragebogens, des Elternfragebogens, des Lehrerfragebogens sowie des Schulleiterfragebogens werden die mittleren nationalen Lösungshäufigkeiten und dazugehörige Kenngrößen der verwendeten Testaufgaben für die Domänen Lesen, Naturwissenschaften und Mathematik aufgelistet. In der Erhebung 2018 bildete die Domäne Lesen mit der Neuerung des adaptiven Testens die Hauptdomäne. Damit beginnt ein neuer Zyklus, da in den vorhergehenden Zyklen jede der drei untersuchten Grundbildungsdomänen Lesen, Mathematik und Naturwissenschaften zweimal den inhaltlichen Schwerpunkt bildete. Es werden sowohl die internationalen Fragen als auch Fragen abgebildet, welche nur in Deutschland erhoben worden sind.
Das Skalenhandbuch für das Programme for International Student Assessment (PISA) 2018 umfasst die Dokumentation aller Instrumente, die in der Studie im Jahre 2018 in Deutschland eingesetzt wurden. Neben den Fragen – den sogenannten Items – des Schülerfragebogens, des Elternfragebogens, des Lehrerfragebogens sowie des Schulleiterfragebogens werden die mittleren nationalen Lösungshäufigkeiten und dazugehörige Kenngrößen der verwendeten Testaufgaben für die Domänen Lesen, Naturwissenschaften und Mathematik aufgelistet. In der Erhebung 2018 bildete die Domäne Lesen mit der Neuerung des adaptiven Testens die Hauptdomäne. Damit beginnt ein neuer Zyklus, da in den vorhergehenden Zyklen jede der drei untersuchten Grundbildungsdomänen Lesen, Mathematik und Naturwissenschaften zweimal den inhaltlichen Schwerpunkt bildete. Es werden sowohl die internationalen Fragen als auch Fragen abgebildet, welche nur in Deutschland erhoben worden sind.
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