Teachers and their implementation of differentiated instruction in the classroom

Suprayogi, Muhamad Nanang; Valcke, Martin; Godwin, R. Kenneth

doi:10.1016/j.tate.2017.06.020

Cited by 172 publications

(169 citation statements)

References 62 publications

Supporting

Mentioning

140

Contrasting

Unclassified

Order By: Relevance

“…In the context of adaptive teaching practices, the review of Zee and Koomen (2016) reports that self-efficacious teachers have been shown to be more positive toward inclusive education practices. Teachers with higher levels of self-efficacy are claimed to be more willing to address their pupils' learning needs (Dixon, Yssel, McConnell, & Hardin, 2014) and Suprayogi, Valcke, and Godwin (2017), for example, report a significant association between higher levels of TSE and higher levels of experimenting with differentiated instruction practices as well as a more positive attitude towards differentiated instruction. In addition, teachers who spend more hours on PD specifically focusing on differentiation seem to feel more efficacious in differentiating instruction in their classes (Dixon, Yssel, McConnell, & Hardin, 2014).…”

Section: 2teacher Self-efficacy In the Context Of (Adaptive) Teachingmentioning

confidence: 99%

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Schipper

Goei

Vries

et al. 2018

International Journal of Educational Research

View full text Add to dashboard Cite

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers' beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers (N = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as in classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils' educational needs.

show abstract

Section: 2teacher Self-efficacy In the Context Of (Adaptive) Teachingmentioning

confidence: 99%

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Schipper

Goei

Vries

et al. 2018

International Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…Although, DI is considered as an effective and promising teaching and learning approach that should be included in teachers' everyday practice, the related literature indicates that teachers tend to avoid DI's application (Mills et al, 2014;Wan, 2017;Suprayogi, Vackle, & Godwin, 2017;Tobin & Tippett, 2014;Tomlinson et al, 2003), as they perceive differentiation as a difficult and time-consuming procedure (Danzi, Reul, & Smith, 2008). Furthermore, in the study of Mills et al (2014), teachers confused DI with individualized instruction and believed they had to prepare as many activities as the students in their classroom.…”

Section: Differentiated Instructionmentioning

confidence: 99%

“…Teachers observe different readiness levels, needs, backgrounds, learning styles and interests among children in the same classroom (Tomlinson, Brighton, Hertbert, Callahan, Moon, Brimijoin et al, 2003). In fact, more differences are expected to be added, as financial crisis, immigration, learning difficulties and other factors affect the composition of students in a classroom and their achievement (Smit & Humpert, 2012;Suprayogi, Vackle, & Godwin, 2017). For example, the financial crisis may affect the access of children in knowledge, as families may limit their expenses to basic needs.…”

Section: Introductionmentioning

confidence: 99%

“…Differentiated Instruction (DI) is an innovative teaching approach which takes under consideration the existing variations among children to design teaching and learning responding to the needs of all (Tomlinson, 2001). However, the application of the approach is restrained (Cha & Ahn, 2014;Ruys, Defruyt, Rots, & Aelterman, 2013;Wan, 2017), due to teachers' deficit of knowledge and skills to differentiate their instruction sufficiently and effectively (Suprayogi, Vackle, & Godwin, 2017;Tobin & McInnes, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Mavidou¹,

Κακανά²

2019

View full text Add to dashboard Cite

Differentiated Instruction (DI) is considered as the teaching approach that builds upon children's differences in order to address them and consequently lead each and every child to academic success. Although DI seems to be an effective teaching approach, teachers' perceptions and/or misconceptions, as well as unsuccessful attempts of implementation, constrain its inclusion in everyday practice. Therefore, the need for appropriate and effective Professional Development programs (PDp) is emerging in order to clearly define the concept of DI and facilitate the application of related practices. The aim of the current study is to shed light onto teachers' experiences with DI, through a PDp, which was developed to provide effective support to teachers to change their perceptions and teaching practices and apply successfully DI. The participants were 7 in-service kindergarten teachers. The program lasted 8 months and included deepening on theoretical and practical levels. Multiple tools were used for data collection, such as open-ended questionnaires, personal diary of the researcher and individual semi-structured interviews. Content Analysis showed that teachers initially had misconceptions about the concept of DI and doubts regarding its applicability, while during the program they realized its positive impact on children, which encouraged them to continue their differentiating practice. According to teachers, the successful elements of the program, which contributed to the revision of their personal theories and generally their professional development, were the cooperation with colleagues in a warm and welcoming climate during the meetings, the long-lasting duration and the constant feedback and reflection. To conclude, the PDps provide the necessary context for the teacher to experiment with DI, though the prediction of future application is not yet sufficiently studied.

show abstract

“…The ideal PTR is likely to allow teachers devote greater attention for individual learners. Writing on individualized instruction, Suprayogi, Valcke and Godwin [20] stress that an individualized instruction is an instructional approach that accommodates the diversity of students by:…”

Section: Teachers' Qualificationmentioning

confidence: 99%

Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice

Ndibalema¹

2019

IJEEDU

View full text Add to dashboard Cite

This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.

show abstract

Teachers and their implementation of differentiated instruction in the classroom

Cited by 172 publications

References 62 publications

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice

Contact Info

Product

Resources

About