Examining Field Experiences of Teacher Candidates During COVID-19: Systemic Inequities Unveiled for Underserved English Learners in K-12 Grades

Hernández, Ana; Daoud, Annette; Woodcock, Anna; Landin, Kyle

doi:10.1177/15381927211057764

Cited by 8 publications

(3 citation statements)

References 12 publications

(14 reference statements)

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“…Research has shown that differentiated instruction has a positive impact on student learning, leading to increased student engagement, improved academic achievement, and greater student satisfaction (Lin et al, 2021). However, despite its potential benefits, implementing differentiated instruction in the classroom can be challenging and requires a lot of planning and preparation (Hernandez et al, 2021). Therefore, it is important to understand the concept of differentiated instruction and the research that supports it in order to effectively implement it in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Trend research mapping of differentiated instruction: A bibliometric analysis

Asriadi

Hadi

Istiyono

2023

JPR

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Differentiated instruction is an important teaching approach that adapts educational experiences to fit the varied needs and learning styles of students in the classroom. This study examines the trend of research on differentiated instruction, using a bibliometric analysis to understand the current state of research in this area. The analysis was performed using online databases such as Scopus to locate relevant research articles from 1961 to 2023. The results of the analysis revealed that 746 articles were examined, focusing on factors such as publication year, language, journal, authors, and keywords. The findings indicate a gradual increase in research on differentiated instruction, with a significant rise in the number of articles published in recent years. The majority of the research articles were written in English and authored by scholars from universities in the USA and Europe. The keywords used most frequently in the articles included differentiated instruction, inclusive education and differentiation. This study provides a comprehensive view of the research trends in differentiated instruction, underscoring the need for further research to enhance our understanding of the approach's effectiveness and its impact on student learning outcomes. Recommendations for future research in the field of differentiated instruction include the need for research on themes and concepts that are less studied in the field, such as the application of differentiated learning in online learning, and the use of technology in differentiated instruction.

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Section: Introductionmentioning

confidence: 99%

Trend research mapping of differentiated instruction: A bibliometric analysis

Asriadi

Hadi

Istiyono

2023

JPR

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“…Finally, online learning at all levels of education, from kindergarten to tertiary level, is inevitable; all students are doing their best to do distance learning, parents are busy preparing smartphones whose prices are pretty high, even if they buy used ones, students are required to learn independently only learning via cellphone there is no teacher where to ask questions from time to time, the teacher does not know the students well, the students do not know each other either (Hernandez et al, 2021). However, in these circumstances, the teacher still must carry out his obligations as a teacher, where the teacher must ensure that students can obtain information/knowledge to be given to students (Wandini & Lubis, 2021).…”

Section: Online Methods Learningmentioning

confidence: 99%

Evaluating Learning Management Through Online Mode During the Covid-19 Pandemic

Ariana,

Natalisa,

Maryanti

2023

JHETP

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This research aims to describe the obstacles in the online mode learning process in public junior high schools in Palembang. It uses a qualitative descriptive research method, which is a method that describes the object of research at present based on facts that appear as they should. The data collection technique used was in-depth interviews, observation, and documentation. Respondents came from teachers as educators, students as students, and parents of students as companions in the implementation of learning carried out by teachers and students. The study results show that the obstacles to online learning in the junior high school in Palembang city are the infrastructure facilities provided by the school. The knowledge of the technology skills used by teachers for online learning could be better. The technological facilities owned by students and the assistance provided by parents of students to accompany their children in implementing online learning at public junior high schools in Palembang could be better.

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“…(Garcia et al, 2019;Kotob & Abadi, 2019). Recently, some studies started looking at how differentiated instruction has been impacted amidst the COVID-19 pandemic (Hernandez, et al 2021). Overall, there are useful guidelines for preparing preservice teachers to identify and respond to the different learning needs of CLDS (Jackson & Evans, 2017;Partami, 2019;Smale-Jacobse et al, 2019).…”

Section: Differentiation For Culturally and Linguistically Diverse St...mentioning

confidence: 99%

Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms

Zaier¹,

Maina²

2022

IJME

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This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional efforts must be taken to prepare preservice teachers to differentiate their instruction for CLDS in the areas of content, process, product, and environment. Teacher preparation programs must invest time and resources to adequately prepare preservice teachers for the challenge of differentiating instruction for CLDS.

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Examining Field Experiences of Teacher Candidates During COVID-19: Systemic Inequities Unveiled for Underserved English Learners in K-12 Grades

Cited by 8 publications

References 12 publications

Trend research mapping of differentiated instruction: A bibliometric analysis

Trend research mapping of differentiated instruction: A bibliometric analysis

Evaluating Learning Management Through Online Mode During the Covid-19 Pandemic

Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms

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