Teaching to Support Students With Diverse Academic Needs

Blazar, David; Archer, Casey

doi:10.3102/0013189x20931226

Cited by 14 publications

(11 citation statements)

References 68 publications

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“…Effective teaching approaches in this regard are about tuning into the diverse needs of students, particularly those of high ability who come from different and diverse backgrounds, cultures, and life experiences, each with their own unique set of motivations, interests, skills, abilities, language proficiencies, and so on. It is about building strong student-teacher relationships and focusing: not only on instructional supports in distinct content areas but also on the social and behavioral needs of students, including engaging in positive interactions with students, developing students’ self-regulatory and self-management behaviors, and creating an environment conducive to learning (Blazar & Archer, 2020, p. 297; see also Pianta & Hamre, 2009). …”

Section: Effective Approaches Versus Best Practice: a Problematizationmentioning

confidence: 99%

“…not only on instructional supports in distinct content areas but also on the social and behavioral needs of students, including engaging in positive interactions with students, developing students’ self-regulatory and self-management behaviors, and creating an environment conducive to learning (Blazar & Archer, 2020, p. 297; see also Pianta & Hamre, 2009).…”

Section: Effective Approaches Versus Best Practice: a Problematizationmentioning

confidence: 99%

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Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Nicholas,

Skourdoumbis,

Bradbury

2024

Gifted Child Quarterly

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This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education for all, including shared understandings of what effectiveness means and looks like in practice and how it can be determined or measured. The review identified 15 effective teaching approaches used with high-ability learners, showing that teachers draw upon an array of approaches when differentiating for high-ability students in both primary and secondary settings and across disciplines. However, the limited number of studies and predominance of data from one country suggest the need for further research across a broader range of contexts, including the important role of school leadership in supporting differentiated teacher practice. This need is made more pressing in contexts where differentiation continues to be primarily focused upon students working below expected level rather than including the highly able, and where the practice of differentiation continues to be misunderstood.

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Section: Effective Approaches Versus Best Practice: a Problematizationmentioning

confidence: 99%

Section: Effective Approaches Versus Best Practice: a Problematizationmentioning

confidence: 99%

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Nicholas,

Skourdoumbis,

Bradbury

2024

Gifted Child Quarterly

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“…Langoban (2020, p. 218) claims that 'teachers, learners, and the classroom environment make mathematics difficult'. Blazar and Archer (2020) recommended that instructional practices be crafted to meet learners' specialised academic needs. The researcher agrees with West and Meier (2020) that attending to and addressing individual learner needs remains a challenge for most teachers.…”

Section: Learner Diversity In a Mathematics Classroommentioning

confidence: 99%

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mahlambi

2023

Pythagoras

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Learner diversity should be understood beyond the aspects of race, culture and gender. Learner-centred practices have been highly acclaimed as practical tools to meet learner needs in diverse classrooms. The purpose of this research is to determine whether mathematics teachers can employ assessment to monitor and encourage learner diversity in their classes. Assessment for learning techniques, as per research evidence, has the ability to assist teachers to improve their teaching practices. The article does this by referencing research in which Grade 6 mathematics teachers employ assessment for learning to improve the quality of mathematics teaching and learning. For this purpose, interviews, non-participant observations and document analysis were used from selected teachers to understand teachers’ beliefs about assessment for learning and actual classroom practices. The non-participant observation was conducted in classrooms of different primary schools. Nine mathematics teachers were conveniently sampled from township primary schools in Gauteng as the study participants. The study’s findings revealed that teacher-centred assessment approaches still dominate mathematics classrooms. Furthermore, it could be deduced that mathematics teachers have classroom assessment challenges that hinder the promotion of learner diversity as it relates to assessment practices. Therefore, the study provides an understanding of the role of a teacher in responding to learner needs and academic development in mathematics through assessment for learning.Contribution: The research contributes to primary school mathematics teaching by focusing on the practical undertaking of assessment for learning and its relevance in meeting the diverse needs of learners.

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“…While Blazar and Archer (2020) appear to have answered the question of whether constructivist teaching-as conceptualized by and measured by the CLASS-benefits English language learners or students with a disability, the question remains as to whether their learning would be further enhanced through refinements in practices that are important for these students, but which are either not currently captured by existing measures or which need to be delivered at a level of frequency and intensity that existing measures do not detect. The CLASS, for example, includes Clarity of Learning Objectives as an indicator of teaching quality in the Instructional Support domain.…”

Section: Students' Perspectives Of Quality Teachingmentioning

confidence: 99%

What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior

2022

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Evidence of the powerful relationship between what teachers do and how effectively their students learn has led to reforms aimed at improving the quality of teaching. Most jurisdictions are now paying increased attention both to the initial and ongoing education of teachers, as well as methods to assess, reward and improve quality teaching. Predominant among these methods are frameworks that define observable elements of pedagogical practice for which there is evidence of benefit for student learning, engagement, and behavior. However, we contend that even the best of these do not go far enough, as they do not explicitly consider students with disability, even those students with so-called “high-incidence” disabilities enrolled in everyday classrooms—such as those with Attention Deficit Hyperactivity Disorder and Developmental Language Disorder—whose classroom behavior often indicates that their learning needs are not being met. In this manuscript, we report findings from in-depth interviews with 50 Grade 7–10 students with a history of disruptive and disengaged behavior from three secondary schools serving disadvantaged communities. Responses to the question “what makes an excellent teacher” were coded into four categories. Three of the four categories (emotional support, classroom organization, and instructional support) reflect internationally accepted domains of quality teaching, while the fourth, teachers’ temperament and personality, was added to gauge accuracy of the common belief that this is the element students care most about. Analysis yielded novel results with the majority of students emphasizing instructional support practices that are not well represented in most measures of quality teaching. We argue that these practices represent an essential—but often absent—“top layer” of clarity and accessibility that is necessary for “quality teaching” to be inclusive teaching.

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Teaching to Support Students With Diverse Academic Needs

Cited by 14 publications

References 68 publications

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior

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