School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction

Goddard, Yvonne; Goddard, Roger D.; Kim, Minjung

doi:10.1086/683293

Cited by 56 publications

(50 citation statements)

References 27 publications

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“…For example, several studies have shown that the implementation of DI has a positive impact on students' school performance in general (Valiandes 2015;Tulbure 2011). It also has positive effects on reading (Goddard, Goddard, and Minjung 2015;Firmender, Reis, and Sweeny 2013;Reis et al 2011) and mathematical performance (Bal 2016;Goddard, Goddard, and Minjung 2015). The use of DI also has a positive effect on student performance, on enhancing student commitment, interests, satisfaction (Johnsen 2003) and their self-confidence (McQuarrie and McRae 2010).…”

Section: Introductionmentioning

confidence: 99%

How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

Schwab

Sharma

Hoffmann

2019

International Journal of Inclusive Education

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Section: Introductionmentioning

confidence: 99%

How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

Schwab

Sharma

Hoffmann

2019

International Journal of Inclusive Education

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“…Most of the participants agreed that differentiated instruction focus on support for the lower third student population is a necessary instructional strategy to enhance their learning process. Reference [43] acknowledged that teacher planning for a diverse population in their classroom must achieve the goal of helping students attain success by addressing individual needs. The data indicates that most participants interviewed, believe that in order to address the needs of the lower third student population, planning and preparation must be targeted to create a culture that focuses instruction that target the diverse student population.…”

Section: Resultsmentioning

confidence: 99%

“…94% of the participants strongly believed that when implemented over time, differentiated instruction is instrumental in fostering positive academic growth amongst middle school students, resulting in their continued academic growth. Reference [43] argued that teachers reported differentiated instruction practices result in significant student achievement and may serve as a predictor of academic growth. Working with students who are in the lower third population through the utilization and implementation of differentiated instructional strategies, teachers acknowledged that students could improve their proficiency levels in regards to their language and content acquisition as they move along grade levels [44].…”

Section: Discussionmentioning

confidence: 99%

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Charles¹

2018

TECS

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Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers' perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers' perceptions of differentiated instruction as an instructional strategy to address students' needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students' readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers' perceptions of differentiated instruction as an instructional strategy to address lower third students' needs in the planning and preparation of differentiated lessons affect implementation.

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“…It is defined by Goddard et al (2015) as "teachers' dedication to planning for academic diversity in their classrooms with the goal of helping students succeed by attending to their needs and interests" (2015,113). Teachers have to adapt their teaching methods to accommodate students' differences in aptitude, attitudes, and learning preferences (Tomlinson, 2005;DeCandido and Bergman, 2006;Jensen, 2006;Cojak et al, 2008;Goodnough, 2010).…”

Section: Differentiated Instructionmentioning

confidence: 99%

Examining the Implications of Differentiated Instruction for High School Students’ Self-Actualization

Aljaser

2019

International Journal of Education and Practice

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Adopting differentiated teaching and learning strategies has proved effective in addressing students' diverse capabilities and potentials as well as developing their skills. This study examines the implications of differentiated instruction for selfactualization among high school students. For achieving this purpose, the quasiexperimental approach was adopted. The sample consisted of (58) high school students from Riyadh, Saudi Arabia. They were subdivided into an experimental group comprising (28) students taught in a differentiated classroom environment and a control one comprising (30) students taught in a traditional classroom environment. Two scales, a differentiated classroom environment scale and a self-actualization scale, were prepared and applied upon the participants. The results showed a high level of self-actualization among the experimental group students, indicating that differentiated instruction improved their self-actualization skills. Differentiated instruction provided students with an environment suitable to make them feel self-confident, establish positive relations with their classmates, and positively interact and cooperate with them. In the light of these results, the author recommends holding training courses and workshops to qualify teachers for designing and utilizing differentiated instruction. Contribution/Originality: This study is one of very few studies, which have investigated the implications of differentiated instruction for self-actualization. It enriches the existing literature of learner-centered education since it aims at considering learners' individual differences and self-actualization skills. Studying the implication of differentiated instruction for self-actualization has a promising significance.

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School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction

Cited by 56 publications

References 27 publications

How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Examining the Implications of Differentiated Instruction for High School Students’ Self-Actualization

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