Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs

Wan, Sally Wai‐Yan

doi:10.1080/13540602.2015.1055435

Cited by 74 publications

(63 citation statements)

References 38 publications

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“…We searched for a variety of studies that report the use of an instrument for assessing differentiated instruction, via Scopus, ERIC, and Google Scholar, but do not claim to present an exhaustive inventory of such instruments here. In the retrieved studies, we mainly found instruments based on self-report regarding DI practice (Coubergs, Struyven, Vanthournout, & Engels, 2017;Prast, Van de Weijer-Bergsma, Kroesbergen, & Van Luit, 2015;Roy et al, 2013) and instruments for measuring the perceived difficulty of DI strategies (Gaitas & Alves Martins, 2017), teachers' attitudes towards DI (Coubergs et al, 2017), and teacher self-efficacy regarding DI (Prast et al, 2015;Wan, 2016). Furthermore, several lesson observation schemes aimed at assessing whether a teacher applies specific differentiation strategies were reviewed (Tomlinson, Brimijoin, & Narvaez, 2008;Van de Grift et al, 2011;Van Tassel-Baska, Quek, & Feng, 2006).…”

Section: How Differentiation Is Measuredmentioning

confidence: 99%

“…Self-reported practice During my lessons, different students work on different tasks with a different level of difficulty (Coubergs et al, 2017) Pace and Time Self-reported practice I adapt the pace of instruction to the needs of the students (Prast et al, 2015) Student questionnaire Class time is used flexibly according to students' needs -Class time is inflexible (Chamberlin & Powers, 2010) Questions Student teacher beliefs upon DI By posing different questions, I can test understanding at various levels (Wan, 2016) Self-reported practice Questioning is planned strategically and adjusted spontaneously (Rock et al, 2008) Activities Perceived difficulty How difficult is: adapting classroom activities based on students' interests (Gaitas & Alves Martins, 2017) Self-reported practice I adjust different types of practice to the needs of the students in the classroom (e.g., having a specific child complete exercises on the computer because this child learns more in this way) (Prast et al, 2015) Explanation/ instruction Obervation scheme (rating effectiveness)…”

Section: Observation Schemementioning

confidence: 99%

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Capturing the complexity of differentiated instruction

Geel

Keuning

Frèrejean

et al. 2018

School Effectiveness and School Improvement

120

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Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers' differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-difficulty instruments to student questionnaires. We question whether these instruments truly capture the complexity of differentiation. In order to depict this complexity, a cognitive task analysis (CTA) of the differentiation skill was performed. The resulting differentiation skill hierarchy is presented here, together with the knowledge required for differentiation, and the factors influencing its complexity. Based on the insights of this CTA, professional development trajectories can be designed and a comprehensive assessment instrument can be developed, enabling researchers and practitioners to train, assess, and monitor teaching quality with respect to providing differentiated instruction.

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Section: How Differentiation Is Measuredmentioning

confidence: 99%

Section: Observation Schemementioning

confidence: 99%

Capturing the complexity of differentiated instruction

Geel

Keuning

Frèrejean

et al. 2018

School Effectiveness and School Improvement

120

View full text Add to dashboard Cite

show abstract

“…It is crucial to provide GT students with a learning environment where they can personalize and take ownership of their learning [25]. Because it is challenging for teachers to create equal opportunities for students with different levels of abilities in the same class [24], modifications of curriculum content and instruction or differentiated instruction for GT students are recommended [26][27][28][29]. However, the effectiveness of GT services remains to be established, due to the lack of rigorous research design (e.g., random assignment) to control for selection bias [30].…”

Section: Evaluation Design Approach and Propensity Score Matchingmentioning

confidence: 99%

Gifted and Talented Services for EFL Learners in China: A Step-by-Step Guide to Propensity Score Matching Analysis in R

Tang

Tong

Xiuhong

2019

Data

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We sought to quantify the effectiveness of a gifted and talented (GT) program, as was provided to university students who demonstrated a talent for learning English as a foreign language (EFL) in China. To do so, we used propensity score matching (PSM) techniques to analyze data collected from a tier-1 university where an English talent (ET) program was provided. Specifically, we provided (a) a step-by-step guide of PSM analysis using the R analytical package, (b) the codes for PSM analysis and visualization, and (c) the final analysis of baseline equivalence and treatment effect based on the matching sample. Collectively, the results of descriptive statistics, visualization, and baseline equivalence indicate that PSM is an effective matching technique for generating an unbiased counterfactual analysis. Moreover, the ET program yields a statistically significant, positive effect on ET students' English language proficiency. the English as a foreign language (EFL) context in China, especially regarding the issues related to methodology and evaluation. Furthermore, we present a practical yet rigorous evaluation method, propensity score matching (PSM), with steps and a demonstration to evaluate the effectiveness of a GT program for EFL, or an English talent (ET) program in the Chinese EFL education context. Literature Review Gifted and Talented and English as a Foreign Language Education in ChinaThere are some unique social and cultural factors in the Chinese educational context that are reflected in GT education. First, Chinese culture places an extremely high value on education [9]. Students have no option but to perform well on the Zhongkao (entrance examination for high school) and in the National College Entrance Examination (NCEE) to be accepted into a well-known high school or top university [10]. It is worth noting that EFL is a required subject for both the Zhongkao and the NCEE, and carries the same weight in the scoring as other core courses, such as Chinese language arts and mathematics. Second, Chinese people have been greatly influenced by the ideology of collectivism, in which individuals should follow the expectation of his/her family and community [11], which leads to the phenomenon that a student's academic achievement represents the glory (mianzi or "face" in Chinese culture) of his/her family [12]. Therefore, in Chinese culture, talented students are always associated with high social status, reputation, and prestige; their family has an even higher expectation of their academic success [9,13]. Third, Chinese general beliefs hold that GT is related to creativity in science, but barely so in liberal arts, which was reported in a few empirical [11,14]. For example, Zhang [13] emphasized that Chinese culture attributes "meritorious salience" to the value of high achievement, while western culture places more value on "aesthetic salience", which results in GT-related research in China focusing on science-related disciplines instead of art or art-related subjects.As was mentioned earlier, EFL is a req...

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“…Осуществляются при помощи дидактического материала, приемов обучения различного уровня сложности, а также учебной деятельности учащихся, направленной на решение задач различного уровня сложности (Wan, 2016;Ali, 2015;Ikwumelu et al, 2015);…”

Section: модели иновационного преподаванияunclassified

Inovativne metode nastave razlicitih nivoa tezine u nastavi jezika i knjizevnosti u osnovnoj skoli

Milenović¹,

Vasilevna-Popil²

2016

Zbk rad Uciteljskog fakulteta Prizren-Leposavic

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Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs

Cited by 74 publications

References 38 publications

Capturing the complexity of differentiated instruction

Capturing the complexity of differentiated instruction

Gifted and Talented Services for EFL Learners in China: A Step-by-Step Guide to Propensity Score Matching Analysis in R

Inovativne metode nastave razlicitih nivoa tezine u nastavi jezika i knjizevnosti u osnovnoj skoli

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