Teachers’ interactive cognitions of differentiated instruction in a context of student talent development

Stollman, Saskia; Meirink, Jacobiene; Westenberg, Michiel; Driel, Jan van

doi:10.1016/j.tate.2018.09.003

Cited by 19 publications

(16 citation statements)

References 16 publications

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“…Both internal and external sources determine whether teachers will succeed in developing complex teaching skills (Clarke and Hollingsworth, 2002). In the case of differentiated instruction, teacher-level variables like education, professional development and personal characteristics like knowledge, attitudes, beliefs, values and self-efficacy may influence their behavior (Tomlinson, 1995; Tomlinson et al, 2003; Kiley, 2011; De Jager, 2013; Parsons et al, 2013; Dixon et al, 2014; De Neve and Devos, 2016; Suprayogi et al, 2017; Stollman, 2018). Teachers need thorough content knowledge and a broad range of pedagogical and didactic skills to plan and execute differentiated instruction (Van Casteren et al, 2017).…”

Section: Theory and Operationalizationsmentioning

confidence: 99%

“…Teachers need thorough content knowledge and a broad range of pedagogical and didactic skills to plan and execute differentiated instruction (Van Casteren et al, 2017). At the classroom level, diversity of the student population (De Neve and Devos, 2016) and class-size (Blatchford et al, 2011; Suprayogi et al, 2017; Stollman, 2018) influence interactions between teachers and their students. Moreover, school characteristics matter.…”

Section: Theory and Operationalizationsmentioning

confidence: 99%

“…For instance, a school principal's support can influence implementation of differentiated instruction (Hertberg-Davis and Brighton, 2006). Additionally, structural organizational conditions, such as time and resources available for professional development, and cultural organizational conditions such as the learning environment, support from the school board, and a professional culture of collaboration may influence teaching (Imants and Van Veen, 2010; Stollman, 2018). Teachers have reported that preparation time is a crucial factor determining the implementation of differentiated instruction (De Jager, 2013; Van Casteren et al, 2017).…”

Section: Theory and Operationalizationsmentioning

confidence: 99%

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Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

et al. 2019

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Differentiated instruction is a pedagogical-didactical approach that provides teachers with a starting point for meeting students' diverse learning needs. Although differentiated instruction has gained a lot of attention in practice and research, not much is known about the status of the empirical evidence and its benefits for enhancing student achievement in secondary education. The current review sets out to provide an overview of the theoretical conceptualizations of differentiated instruction as well as prior findings on its effectiveness. Then, by means of a systematic review of the literature from 2006 to 2016, empirical evidence on the effects of within-class differentiated instruction for secondary school students' academic achievement is evaluated and summarized. After a rigorous search and selection process, only 14 papers about 12 unique empirical studies on the topic were selected for review. A narrative description of the selected papers shows that differentiated instruction has been operationalized in many different ways. The selection includes studies on generic teacher trainings for differentiated instruction, ability grouping and tiering, individualization, mastery learning, heterogeneous grouping, and remediation in flipped classroom lessons. The majority of the studies show small to moderate positive effects of differentiated instruction on student achievement. Summarized effect sizes across studies range from d = +0.741 to +0.509 (omitting an outlier). These empirical findings give some indication of the possible benefits of differentiated instruction. However, they also point out that there are still severe knowledge gaps. More research is needed before drawing convincing conclusions regarding the effectiveness and value of different approaches to differentiated instruction for secondary school classes.

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Section: Theory and Operationalizationsmentioning

confidence: 99%

Section: Theory and Operationalizationsmentioning

confidence: 99%

Section: Theory and Operationalizationsmentioning

confidence: 99%

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Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

et al. 2019

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“…Many of the studies have examined teachers' knowledge (e.g. Stollman, Meirink, Westenberg, & Driel, 2019;Taylor, 2016;Wu & Chang, 2015;Younis, 2013), as well as their challenges (e.g. Merawi, 2018;Nedellec, 2015;Robinson et al, 2014;Wan, 2016) relating to, or stemming from, DI.…”

Section: Introductionmentioning

confidence: 99%

The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis

Shareefa¹,

Moosa²

2020

EUROPEAN J ED RES

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The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors' keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations "A Time for Telling", published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.

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“…It can be seen that after the implementation of the new curriculum in the future, there is a lack of validated textbook questions on the internships and professional subjects of the rare classes. It is recommended that the group-based central schools bring together rare class teachers with rich teaching experience to jointly compile relevant textbooks [24], [25]. The National Institute of Education of the Ministry of Education provides funding for textbook compilation and assists in publishing and reviewing related work to meet the needs of rare textbooks.…”

Section: Vocational Teachers Face the Literacy-oriented Teaching Omentioning

confidence: 99%

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Chun-Mei¹,

Shen²,

Shen³

et al. 2020

IJSSH

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The study aims to understand that the vocational teacher responds to the teaching needs of the literacy-oriented teaching of the 12-nation new curriculum. It is important of the impact of the new curriculum on teaching and the schools' literacy-oriented teaching contents. In order to achieve this goal, this study uses a number of case studies to understand the views of teachers and vocational education experts on the teaching and needs of the 12-nation new curriculum. The result of vocational teachers' literacy-oriented teaching need was "course conversion" (30%), "curriculum development and design" (24%), "Education practice" (16%), "Student assessment" (12%), "Parental communication" (10%) and "Professional leadership" (8%). In order to understand the practical difficulties that vocational teachers may face and the measures that can provide professional teaching, and propose in-service teachers' learning activities. It is important to effectively cultivate teachers' professional-oriented teaching professional ability. Index Terms-Literacy-oriented teaching, 12-nation new curriculum, transformative learning, teaching decision-making. Education(TSSCI), Quarterly curriculum and Instruction(TSSCI). Her research interests are focusing on three major areas: (1) The e-learning, teaching mechanism and cognition change process of tertiary education.(2) The teaching excellence mechanism effect and recognition change effect of tertiary teachers.(3) Entrepreneurship education and internship curriculum development and experiment of tertiary education program. Her publications are available at:

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Teachers’ interactive cognitions of differentiated instruction in a context of student talent development

Cited by 19 publications

References 16 publications

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

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