Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension

Karst, Karina; Bonefeld, Meike; Dotzel, Stefanie; Fehringer, Benedict C. O. F.; Steinwascher, Merle

doi:10.1016/j.learninstruc.2022.101597

Cited by 12 publications

(10 citation statements)

References 44 publications

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“…Its precursor skills are indispensable to success in school. Second, reading comprehension is an essential tool for learning and for managing life (Karst et al, 2022). Third, one of the main aims of teaching science is to help us understand the world around us.…”

Section: Prerequisites For Learning Successmentioning

confidence: 99%

Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning

Molnár

Hermann

2023

Learning and Instruction

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Section: Prerequisites For Learning Successmentioning

confidence: 99%

Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning

Molnár

Hermann

2023

Learning and Instruction

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“…This gap explains the misconception among secondary school teachers. Teachers may have erroneous beliefs regarding the purpose and use of differentiated teaching (Karst et al, 2022). Despite the fact that their instructional approaches already include some degree of difference, teachers nevertheless need to be more clearly aware of the idea (Zerai et al, 2021).…”

Section: Practice In Secondary Educationmentioning

confidence: 99%

The Misconception in Differentiated Instruction Practices: A Literature Review

Putra¹

2023

JSS

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This paper aims to stimulate reflective discussion about the misconception of differentiated instruction practice in the educational sector. Differentiated instruction gives students a big picture of knowledge instead of isolated knowledge and helps students to find their academic goals. While differentiating, teachers as a facilitator have to implement and arrange a differentiated learning opportunity for students. This idea widens the gap between teachers' perception of how varied teaching should be used in the classroom. Most research encountered misconceptions among teachers not only in the differentiation practice but also due to low self-efficacy and motivation. Teachers need to break this barrier as teachers' deception becomes a significant obstacle in applying differentiated instruction in the classroom. Teachers' awareness of implementing differentiated instruction will affect the outcome for students. The role of teachers is one of the most critical factors in successful DI implementation. Besides, a regular teaching reflection may help teachers to conquer the basics of DI implementation. Teachers need regular professional development to break this misconception. Teacher professional development about differentiation can potentially promote all students' achievement. Anticipating future misunderstandings may allow higher education to include differentiated instruction courses in teacher education. Most importantly, teachers must eradicate their misconceptions about differentiated instruction first to earn benefit from differentiation practice.

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“…The impact of differentiated instructional strategies on students' learning has been welldocumented. DI strategies have been shown to have a positive impact on students' learning gains (Karst et. al, 2022), understanding of course concepts (Joseph et.…”

Section: Anticipated Student Outcomesmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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In order to meet the demands of the shifting operational environment and the demand for human resource training in the travel industry, this study aimed to pinpoint the professional competency's connotations that travel agent managers should have. The purpose of this study was to examine the job duties, tasks, and knowledge (K), skills (S), and attitudes (A) necessary for travel agent manager to carry out their duties. Focus group interviews with 6 experts with more than 30 years of experience in the travel industry were conducted as part of the study. The study concluded that travel agent managers should have 7 job responsibilities, including travel operations coordination, business operations, talent training, marketing activities, customer service, product development, and risk management. There are 26 major tasks, and to implement them, the competency's connotation required includes 46 kinds of related knowledge, 46 skills and 11 attitudes. The competency's connotations provide useful benchmarks for the training or professional advancement of travel agent managers.

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Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension

Cited by 12 publications

References 44 publications

Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning

Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning

The Misconception in Differentiated Instruction Practices: A Literature Review

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

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