Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction

Smets, W; Neve, Debbie De; Struyven, Katrien

doi:10.1080/09650792.2020.1848604

Cited by 16 publications

(10 citation statements)

References 63 publications

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“…Professional learning through differentiated instruction does occur (e.g., Dixon et al., 2014; Smets & Struyven, 2020). However, research also posits that teachers lack the necessary training to support diverse reading and writing needs (e.g., Graham et al., 2021; Smets et al., 2022). This aligns with our respondents being somewhat efficacious on our differentiation of instruction subscale (mean composite score 3.04), with the potential need for professional learning to unpack how teachers are motivating students to read/write, supporting students using various literacy strategies, and providing interventions specific to students' reading/writing needs, all topics measured on this subscale, to strengthen teachers' efficacy of these components of adolescent literacy instruction.…”

Section: Discussionmentioning

confidence: 99%

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

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School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created and validated survey to ask middle and high school teachers about their self‐efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state‐required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state‐required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K‐12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.

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Section: Discussionmentioning

confidence: 99%

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…The practice and educational benefits of universal design for learning (UDL) as an effective theoretical framework to improve instruction [Centre for Applied Special Technology (CAST), 2018] and of DI as an effective approach to restructuring teaching in multi-ability classrooms gained momentum in tangent with the inclusion movement of the 1970s (Sharp et al, 2020;Smets et al, 2020). While diversity among learners is not new, how teachers address the needs of disparate classrooms remains unclear and poorly understood (Whitley et al, 2019).…”

Section: Universal Design For Learning and DI In Multi-ability Classr...mentioning

confidence: 99%

Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school

Gibbs

2022

Aust. Educ. Res.

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This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers’ barriers to implementing DI, school leaders’ constraints to implementing DI, and pre-service to in-service exchanges and sharing about DI. Findings from teachers revealed limited school resources, student behaviour issues and inadequate time for planning and implementation. School leaders also identified time as an impeding factor but also reticence by experienced teachers to use DI. Teacher education courses are not clear about DI as a comprehensive teaching framework suitable for all students. Results highlight the need for further research at the teacher educator, teacher and school leader level to remove existing barriers, constraints, and misunderstandings about DI to ensure maximum learning opportunities for all students.

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“…Differentiated instruction (DI) has been widely accepted as a teaching philosophy and practiced as a mechanism to accommodate students' learning needs and address differences in their profiles that could mediate learning and academic achievement (Smets, De Neve, and Struyven 2020). These profile differences can be broad and entail cognitive, affective, and readiness factors that should be taken into consideration in responsive instructional designs.…”

Section: Differentiated Instructionmentioning

confidence: 99%

Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction

Ghaith¹,

Awada²

2022

TLI

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This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on differentiated instruction (DI) and teacher/student conferencing (TSC) in improving the participants’ understanding and evaluation of published educational research. A cohort of eleven (n = 11) novice graduate students took part in a 15-week course during which they critiqued several self-selected journal articles and reflected on their experience. Results of the thematic analysis of the participants’ reflection logs revealed that their’ initial feelings of apprehension and anxiety transformed into growth in their self-efficacy as consumers and designers of educational research. Likewise, the participants benefitted from scaffolding their challenges and the provision of feedback in becoming more proficient readers and in developing supportive relationships. The study implications, limitations, and suggestions for further research are discussed.

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Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction

Cited by 16 publications

References 63 publications

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school

Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction

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