Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation

Haelermans, Carla; Ghysels, Joris; Prince, Fernao

doi:10.1111/bjet.12209

Cited by 21 publications

(17 citation statements)

References 32 publications

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“…Students were exposed to three experiments in a row and hence it cannot be excluded that some transfer may have occurred. However, none of the statistical analyses conducted so far (Ghysels et al , ; Haelermans et al , ) have revealed any sign of transfer. At the starting point of any experiment, the pretest scores of the experiment and control groups were very similar.…”

Section: Methodsmentioning

confidence: 92%

“…In a first experimental period, digital differentiation was offered and the main results of this experiment are reported in Haelermans et al (). In a second and third period, the same experimental group was exposed to two types of formative testing: formative testing with extensive, individualized feedback, and simple formative testing with only basic feedback (total score).…”

Section: Introductionmentioning

confidence: 99%

“…It has become increasingly popular to use educational technology in class in order to be able to serve students in a more individual way and to be able to introduce certain didactical aspects without tremendously increasing a teachers' workload (eg, Haelermans, Ghysels & Prince, ). It is believed that using educational technology in a smart way may even improve student performance (Banerjee, Cole, Dufflo & Linden, ; Burns, Kanive & DeGrande, ).…”

Section: Introductionmentioning

confidence: 99%

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A dataset of three educational technology experiments on differentiation, formative testing and feedback

Haelermans¹,

Ghysels²,

Prince³

2015

Brit J Educational Tech

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This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of preand posttest scores for each experiment, as well as background information on the students, such as gender, age, ability, grade repetition and neighborhood characteristics. It also includes motivation of students. The dataset, or parts of it, could be interesting to use in future studies, focusing on effects of the use of educational technology, for comparison with similar and/or slightly different experiments, and for studies such as metaanalyses or replication studies, especially given the individual experimental setup. DatasetLocation and doi: ResearchGate,

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Section: Methodsmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A dataset of three educational technology experiments on differentiation, formative testing and feedback

Haelermans¹,

Ghysels²,

Prince³

2015

Brit J Educational Tech

Self Cite

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“…Current teachers face three present-day challenges. First, teachers answer the continued call for more differentiation in education to meet the needs of both low achieving and high achieving students (Haelermans, Ghysels, and Prince, 2015) [24] . In past classrooms, teachers taught to the average population with a current shift to bridge the learning gaps between these two groups.…”

Section: Role Of the Teachermentioning

confidence: 99%

Teachers’ Perceptions of Differentiation and the Struggle for Consistent Implementation

Fordyce¹

2021

ijsshr

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A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom. The purpose of this qualitative case study was to investigate perceptions of third- and fourth-grade teachers on their knowledge, implementation, and selfassessment of using differentiated instruction in classrooms in three elementary schools in one Appalachian state. The two research questions that guided this study asked how third- and fourth-grade teachers used differentiation to support all students and what perceived opportunities and struggles these teachers believed affected their ability to implement this strategy. Nine out of the 14 third- and fourth-grade inclusive teachers who volunteered were asked to participate in semistructured phone interviews and lesson plan analysis. Data were hand coded and analyzed using a spreadsheet to look for reoccurring categories and themes. Six themes emerged within the collected qualitative data to include ability grouping, technology, planning for differentiated instruction, professional supports, lack of training, and instructional support. With the findings, specific professional development was created to help the teacher more consistently use differentiation in the classroom. This study has positive social change implications because it might lead to a stronger administrator and teacher understanding of the perceived uses of differentiation as well as the perceived opportunities and struggles to fully implement the strategy.

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“…Differentiation is instruction that is tailored to the learning preferences of different learners. Research and practice have shown that Blended Learning can give teachers the flexibility to provide these types of learning environments for their students (Bakia et al, 2012;Haelermans, Ghysels, & Prince, 2015;Lips, 2010;Watson & Gemin, 2008). In these environments, technology is used to broaden students' access to content, provide multiple avenues for creative production and help scaffold the progression of work.…”

Section: Us Department Of Education (2010) Defines Individualizatiomentioning

confidence: 99%

Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention

Mathews¹

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Accountability measures, by way of standardized curriculum and assessments, have played a large part in the attempt to ensure that students from all backgrounds receive equal access to quality education. However, the inherent disadvantage of a standardized system is the implied assumption that all students come in with the same knowledge, learn at the same pace, and learn the same way. In the wake of an increasingly diverse K-12 population, educational researchers, learning theorists, and practitioners agree that the concept of the average student is, in fact, a myth. Students come to school with different needs, norms, interests, cultural behavior, knowledge, motivations, and skill sets. In order for education to properly address the issue of equity, the issue of learner variance must first be attended to.In 2010, the U.S. Department of Education released its educational plan encouraging teachers to address student variance through more inclusive learning environments. The report highlighted Blended Learning (BL) and Universal Design for Learning (UDL) as promising practices in enabling, motivating, and inspiring all students to achieve regardless of background, language, or disability. Research suggests that the combination of these two approaches could lead to transformative teaching practices that dramatically impact student learning. However, the efficacy of such a model has yet to be tested.This study tested the efficacy of a Blended Universal Design for Learning (BUDL) model in improving student outcomes. An experimental design was used to explore the impact of a two-week BUDL intervention in an accelerated 7 th grade math class. The effect on student achievement, engagement, and perception was measured.Both quantitative and qualitative data were collected. Though results from the study were statistically insignificant, possible positive associations between a BUDL intervention and student achievement, engagement, and perception emerged. Considerations for clinical significance, suggestions for improvement on the BUDL model, and implications for future research are discussed.

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Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation

Cited by 21 publications

References 32 publications

A dataset of three educational technology experiments on differentiation, formative testing and feedback

A dataset of three educational technology experiments on differentiation, formative testing and feedback

Teachers’ Perceptions of Differentiation and the Struggle for Consistent Implementation

Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention

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