Peer Coaching to Improve Classroom Differentiation: Perspectives from Project CLUE

Latz, Amanda O.; Neumeister, Kristie L. Speirs; Adams, Cheryll M.; Pierce, Rebecca L.

doi:10.1080/02783190802527356

Cited by 42 publications

(36 citation statements)

References 18 publications

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“…Table 3 shows that teachers considered finding 'time' to practice leadership as the most vital element for them to practice teacher leadership. This finding converges with many other studies such as Latz et al (2009), Zepeda and Kruskamp (2007), Gigante and Firestone (2007), Spillane et al (2001), Doyle (2000), and Neufeld and Woodworth (2000).…”

Section: Research Question (3): What Is the Most Important Element Thsupporting

confidence: 92%

In Principle, It is Not Only the Principal! Teacher Leadership Architecture in Schools

Ghamrawi¹

2013

IES

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The purpose of this study was to lay the foundations of a conceptual model of the role dimensions of teacher leaders within the Lebanese private school context. Besides, the study aimed at distinguishing the prime architects of teacher leadership in such a context, highlighting the critical issues confronting its nourishment and development. The study was conducted in 59 schools in Beirut, Lebanon (approximately 60% of the city schools). Data was derived using a questionnaire completed by 2950 teachers, where its quantitative data was analyzed using SPSS 18.0 and its qualitative data was treated with the help of NVivo 7.0. Findings indicate that subject leaders’ role is far more critical than that of school principals in inaugurating and cultivating teacher leadership. Another finding proposes that the roles attributed to teacher leaders within the Lebanese private school context match the international listing, yet additional roles are also suggested. Finally, evidence gathered indicate that teachers considered finding ‘time’ to practice leadership is the most crucial element for teacher leadership development in schools. This is besides securing a culture of trust and respect and where effective professional development is secured.

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Section: Research Question (3): What Is the Most Important Element Thsupporting

confidence: 92%

In Principle, It is Not Only the Principal! Teacher Leadership Architecture in Schools

Ghamrawi¹

2013

IES

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“…However, researchers have found that teachers do not frequently differentiate instruction in their classrooms (Al-Lawati and Hunsaker 2007;Latz et al 2009). The Classroom Practices Survey (CPS: Archambault et al 1993) was developed to assess teachers' use of differentiated educational practices with youth who achieve at average and high levels.…”

Section: Differentiation As Measured By the Classroom Practices Survementioning

confidence: 99%

Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument

Pereira

Tay

Maeda

et al. 2019

Learning Environ Res

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The Classroom Practices Survey is an instrument developed to collect information on educators' use of differentiated instruction with students achieving at average and high levels. The purposes of this study were to investigate if the Classroom Practices Survey (1) yields reliable and valid data from the groups it was originally designed for, and (2) can be used to evaluate teachers' differentiation practices for students who achieve at low levels. Participants included 648 elementary teachers who completed the Classroom Practices Survey on students achieving at high, average, and low levels. Results of confirmatory factor analyses revealed that the original six-factor model was not supported by the current data. Model fit was improved with a fourfactor model, but did not reach the recommended values for good model fit. Further research and possibly modifications are needed before this tool is used by researchers and schools. This study highlights the importance of periodically evaluating instruments and revising them if necessary.

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“…Yet, curriculum development efforts and classroom practice also do not necessarily provide needed differentiation to support these students. Gifted students frequently spend large portions of their school time in heterogeneously grouped, general education classrooms, where evidence suggests that little differentiation of curriculum and instruction occurs (Latz, Speirs Neumeister, Adams, & Pierce, 2009; Reis et al, 2004; Westberg, Archambault, Dobyns, & Salvin, 1993). This means that gifted students are often working with curriculum that is not challenging for them and that therefore may not really offer opportunities for learning.…”

Section: Challenge In the Curriculum And Motivation Of Gifted Studentsmentioning

confidence: 99%

Curriculum as motivation for gifted students

Little¹

2012

Psychology in the Schools

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Curriculum is the framework around which much of students' school experience is structured; it represents expectations for growth and learning and demonstrates what is valued within the learning environment. The degree to which curriculum is motivating for gifted students depends in part on the individual student and how his or her goals and values align with those in the environment. This article explores the interplay between the school curriculum and the motivations of gifted students to engage with it. Key concepts include achievement goal orientation, challenge and meaningfulness in the curriculum, and boredom and interest, with attention to the interplay among all of these concepts. A summary of recommendations regarding appropriate curriculum for advanced learners is provided. C

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Peer Coaching to Improve Classroom Differentiation: Perspectives from Project CLUE

Cited by 42 publications

References 18 publications

In Principle, It is Not Only the Principal! Teacher Leadership Architecture in Schools

In Principle, It is Not Only the Principal! Teacher Leadership Architecture in Schools

Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument

Curriculum as motivation for gifted students

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