Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review

“…The findings of this review are important for researchers, teachers, and policymakers, in influencing their decisions regarding the promotion of high-achieving students. Based on theoretical concepts (Kaplan, 1986; Vygotsky, 1978), previous research (Barbier et al, 2022; Bondie et al, 2019; Deunk et al, 2018; Puzio et al, 2020; Smale-Jacobse et al, 2019), and the current systematic mixed-methods review, it can be summarized that matching learning with students’ ability levels through DI is a promising approach for the promotion of high-achieving students in mixed-ability classrooms. The criticism that special education for high-achieving students is elitist and unfair does not hold for DI, as DI also positively impacted not-as-high-achieving identified students (Deunk et al, 2018; Puzio et al, 2020; Smale-Jacobse et al, 2019).…”

“…Overall, the evidence regarding the impact of DI on high-achieving students in mixed-ability classrooms is sparse and partially of low quality. Therefore, the need for more empirical research with high-quality standards in this field is still high (Barbier et al, 2022; Shaunessy-Dedrick et al, 2015; White et al, 2003).…”

“…The study’s focus was not only on underachieving students. Studies were related to primary education (grades 1–4) or secondary education (grades 5–13) and not to higher education or preschool education only. We included studies taking place in all major academic subjects of schooling (e.g., mathematics, science, reading) and excluded studies focusing merely on religious, physical, art, or another sort of artistic instruction. Studies were published between 2000 and September 2019. In order to summarize the most current research regarding this topic that is not outdated for the current mixed-ability classroom situation, we decided to include studies from 2000 onward (see also Barbier et al, 2022; Neuendorf et al, 2022). Studies’ full texts were available in English.…”

“…However, so far, only little is known about the effectiveness of instructional practices for high-achieving students in mixed-ability classrooms (Barbier et al, 2022). One promising approach for promoting high-achieving students within mixed-ability classrooms is differentiated instruction (DI).…”

Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study

“…The latter might indicate that they have a lower “threshold” to become bored and thus need to be challenged to maintain their motivation. Barbier et al (2022) found that enhancing self-regulated learning and providing differentiated instruction might affect gifted students’ motivation. A learning environment that can meet the needs of students gifted in mathematics is recognized by an appreciation for alternative ideas and discussion of alternative or multiple solutions ( Nadjafikhah et al, 2012 ; Ronksley-Pavia and Neumann, 2020 ).…”