Analyzing Differentiated Instructions in Inclusive Education of Gifted Preschoolers

Machů, Eva

doi:10.1016/j.sbspro.2015.01.224

Cited by 10 publications

(11 citation statements)

References 6 publications

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“…This result differs from the findings of Machu's (2015) which the main finding of the study was the fact that teachers with teaching practice longer than 10 years, show higher level of application of differentiated instructions.…”

Section: Obstacles In Differentiating Instructioncontrasting

confidence: 99%

The Overview of Training Needs on Differentiated Instruction for Early Childhood Teachers

Handayani¹,

Kartika²,

Sugoto

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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How a kindergarten teacher can make the all of the students grasp the learning materials and remain enthusiastic even though they have varied ability and diverse background, is a classic problem faced by many teachers, including early childhood teachers. It appeared that teachers had problems in adjusting instruction that is able to fulfill the educational need of all pupils with varying abilities. The impact of teacher inability to differentiate instruction was especially for 'less able' students. They did not understand the lesson. A previous study revealed that some of kindergarten teachers use teacherdirected approach and didactic teaching. Early childhood educator expert noted that preschool classes and kindergartens have begun to look more like traditional 1st grade classes: young children are expected to sit quietly while they listen to whole-class instruction. Differentiated instruction is the process of identifying students' individual learning strengths, needs, and interests and adapting lessons to match them. However, in applying differentiated instructions is not as easy as it seems. Therefore, before implementing differentiated instructions, a training need analysis should be conducted to regards teachers' current ability. The purpose of this study was to describe the kindergarten teachers' perspectives of their training needs on differentiated instruction. A kindergarten school which used the Beyond Centre and Circle Time (BCCT) approach was chosen as the venue for this study. A qualitative study with in-depth interview was conducted with early childhood teachers and headmaster as the participants. The data from interview was analysed using thematic analysis. The results revealed that teachers tended to differentiate the activities and teaching aids, however they hardly set different learning goals for varied ability, and rarely structured the lesson in a particular way to accommodate student differences. Teachers tried to vary the method and seating arrangement. Meanwhile, the tasks weren't modified to accommodate students with additional learning needs. The suggestion for future differentiated instruction training will be developed based on teachers' needs.

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Section: Obstacles In Differentiating Instructioncontrasting

confidence: 99%

The Overview of Training Needs on Differentiated Instruction for Early Childhood Teachers

Handayani¹,

Kartika²,

Sugoto

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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“…In total, 342 studies met our inclusion criteria (see Supplementary C and N for a complete list). In two cases, two publications were based on the same data but reported different outcome measures and were thus treated as one study (Chao et al, 2016(Chao et al, , 2017Machů, 2015;Machů & Lukeš, 2019).…”

Section: Description Of Included Studiesmentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Donath

Lüke

Graf

et al. 2022

Preprint

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Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior and achievement? We conducted a systematic review and meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1,123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior and achievement. We observed positive, though varying, effects on all four outcome categories: large effects on knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23) and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

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“…Jednocześnie należy zdawać sobie sprawę, że jest to znaczne obciążenie dla początkujących nauczycieli, którzy nie mają doświadczenia w konstruowaniu programów nauczania. Pokazują to na przykład badania Evy Machu (2015) dotyczące sposobów konstruowania autorskich programów edukacji przedszkolnej dla dzieci zdolnych w Czechach. Autorka zwróciła uwagę, że nauczyciele mają tendencję do projektowania jednolitych rozwiązań edukacyjnych dla wszystkich dzieci, a modyfikowanie treści programu nauczania przychodzi im z trudem.…”

Section: Nauczyciel Jako Autor Programu Wychowania Przedszkolnegounclassified

Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018

Muchacka¹,

Sajdera²,

Grochowalska³

2020

Pedagogika Przedszkolna I Wczesnoszkolna

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The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018 The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.

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Analyzing Differentiated Instructions in Inclusive Education of Gifted Preschoolers

Cited by 10 publications

References 6 publications

The Overview of Training Needs on Differentiated Instruction for Early Childhood Teachers

The Overview of Training Needs on Differentiated Instruction for Early Childhood Teachers

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018

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