The Effect of the Developed Differentiation Approach on the Achievements of the Students

Altintaş, Esra; Özdemir, Ahmet Şükrü

doi:10.14689/ejer.2015.61.11

Cited by 17 publications

(20 citation statements)

References 16 publications

(11 reference statements)

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“…Papers reporting on the same project and outcomes were taken together as one study. The papers by Altintas and Özdemir (2015a,b) report on the same project. The same applies to two other papers as well (Vogt and Rogalla, 2009; Bruhwiler and Blatchford, 2011).…”

Section: Resultsmentioning

confidence: 94%

“…In Table 2, the characteristics and individual effects of the studies included in our review are summarized. The selection of studies includes eight quasi-experimental studies in which classes were randomly allocated to a control or experimental condition (Mastropieri et al, 2006; Richards and Omdal, 2007; Huber et al, 2009; Vogt and Rogalla, 2009; Little et al, 2014; Altintas and Özdemir, 2015a,b; Bal, 2016; Bhagat et al, 2016), three studies in which schools were randomly allocated to conditions (Wambugu and Changeiywo, 2008; Mitee and Obaitan, 2015; Bikić et al, 2016), and one survey-study (Smit and Humpert, 2012). These studies covered a wide range of academic subjects, including science, mathematics and reading.…”

Section: Resultsmentioning

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: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 99%

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

et al. 2019

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“…Although various studies have focused on the effects of various grouping arrangements on the achievement of identified gifted students (e.g., Delcourt, Cornell, & Goldberg, 2007;Kim, 2016;van der Meulen et al, 2014;VanTassel-Baska, Zuo, Avery, & Little, 2002), it is important to also study the effects of the curriculum on gifted student achievement because of its salient influence on the development of gifted potential (Altintas & Ozdemir, 2015;Callahan, Moon, Oh, Azano, & Hailey, 2015;Gallagher, 2015;Jarvis, 2009).…”

Section: Curriculummentioning

confidence: 99%

“…Although students identified as gifted have a certain amount of potential, if they are not challenged in the classroom, their potential may atrophy (Altintas & Ozdemir, 2015). For example, without the opportunity to engage in tasks within their zone of proximal development, identified gifted learners may lose confidence in their ability to succeed on such tasks when presented (van der Meulen et al, 2014), possibly leading them to adopt an entity view of intelligence (Ablard & Mills, 1995).…”

Section: Challengementioning

confidence: 99%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

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ii ACKNOWLEDGEMENTS It is rare-if not impossible-that we find ourselves at the end of our formal education without a sizable list of individuals without whom such a moment would certainly have been impossible. My acknowledgments are no different and begin, undoubtedly, with my parents. To my mother: thank you, thank you, thank you for never allowing me to give up when it felt like the easiest option. Throughout my confusions and doubts, you knew that I could make it, even when-especially when-I was quite certain I couldn't. Thank you for being my role model of what a good educator should be and for reminding me that nothing good comes without a good amount of hard work. To my father, thank you for teaching me the value of curiosity. Your seemingly endless questioning of the world around you has inspired me to always seek more knowledge, and thank you for always supporting the decisions I have made, as blind and wandering as they must have often seemed. To my brothers: thank you for being the constant source of laughter in my life. Thank you, Yasser, for being the image of high achievement that has constantly motivated me (probably since birth, and I still haven't caught up) and thank you, Samer, for being my reason for wanting to always push myself further so I can hopefully set some form of a decent example (which, as it turns out, you have already far exceeded).To Caroyln, I could not possibly have had a better mentor. You have-in perfect measure-challenged me in the constant pursuit of becoming a better scholar and identifying what it is, precisely, that I wish to do with my life, and I am grateful for every opportunity you have given me in this endeavor. I can't remember the last time I was so thoroughly challenged, which is, perhaps, why I have grown as much as I have over the course of the past four years.Thank you for providing the perfect place in which this could happen and for guiding me, along the way, to finally seeing myself as a researcher.iii To Carol, thank you for constantly bringing to life the joy of teaching. It might not always be an easy profession, but it is an immensely enjoyable one, so thank you for reminding me of that every time I was in your class. To Peter, thank you for telling me, in my very first year at UVA, that I had what it took to earn a Ph.D. You may not have known it at the time, but that message came at a point when I had the greatest doubts, so thank you for motivating me. And to Vivian, thank you for your patience in constantly responding to my endless stream of statistics questions; I could not have completed this project without your feedback and guidance. To Annalissa and the members of Project PLACE: no amount of thanks would suffice for all of the work you put into collecting and organizing the data, as well as answering my frequent-and frantic-e-mails, but thank you nonetheless.As an educator, I could not possibly write my acknowledgements without thanking every single teacher or administrator that has taught or guided me, in one discipline or another, since I fir...

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“…Research has shown that student outcomes improve when the learning environment, content, process, and product is differentiated. Technology is a tool that can help meet these ends (Altıntaş & Ozdemir, 2015). The UDL principle of multiple means of representation is an important feature of the framework (Katz, 2015).…”

Section: Technologymentioning

confidence: 99%

Universal design for learning : teacher and administrator perspectives in elementary education

Cross¹

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CHAPTER-INTRODUCTION Problem Statement How are America's public elementary school students fairing in our schools today? Are all students, regardless of ability or disability, receiving a rigorous education as expressed by the Individuals with Disabilities Education Improvement Act (IDEIA, 2004)? According to the National Assessment of Educational Progress (NAEP), which is charged with assessing what America's students know and are able to do, the answer is no, as only 40% of fourth graders performed at or above the proficient level in mathematics and 36% of fourth graders performed at or above the proficient level in reading on the 2015 Nation's Report Card (NAEP, 2015 reading; NAEP, 2015 mathematics). What does this mean? Hernandez (2011) found that of those children not reading proficiently in the third grade, one in six do not graduate on time from high school. Worse yet, for children at the lowest levels of reading, 23% drop out of school or fail to finish on time (Hernandez, 2011). As evidenced above, there is a cause for concern regarding student achievement. Universal Design for Learning (UDL) might be one approach to show improved outcomes for all students. UDL consists of three major principles. The three principles form the framework of UDL and provide multiple means of engagement, expression, and representation with curriculum, assessments, and materials and have been shown to meet the needs of all learners

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The Effect of the Developed Differentiation Approach on the Achievements of the Students

Cited by 17 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

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

Universal design for learning : teacher and administrator perspectives in elementary education

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