What is individual in individualised instruction? Five storylines of meeting individual needs at school

Rytivaara, Anna; Vehkakoski, Tanja

doi:10.1016/j.ijer.2015.09.002

Cited by 7 publications

(8 citation statements)

References 46 publications

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“…Teachers' attitudes towards differentiation also seem to be associated with teacher category (Saloviita 2018;Schwab, Sharma, and Hoffmann 2019), the length and nature of their work experience (Nurmi et al 2012) and the types of schools in which they work (Siam and Al-Natour 2016). Special education and classroom teachers seem to use differentiation more frequently than subject teachers (Saloviita 2018; see also Schwab, Sharma, and Hoffmann 2019).…”

Section: Teachers' Experiences and Understandings Of DImentioning

confidence: 99%

“…Special education and classroom teachers seem to use differentiation more frequently than subject teachers (Saloviita 2018; see also Schwab, Sharma, and Hoffmann 2019). In addition, teachers in private schools appear more likely to implement DI than teachers in public schools (Siam and Al-Natour 2016). This might be because private school teachers receive more school-based training and resources than public school teachers do (see e.g.…”

Section: Teachers' Experiences and Understandings Of DImentioning

confidence: 99%

“…There is also a concern regarding teachers' varied understandings about differentiation (Thakur 2014). While some understand it as considering each student's individuality in general, others regard differentiation as a special approach that does not have to involve all students (Raveaud 2005;Rytivaara and Vehkakoski 2015). Furthermore, regarding the bases for differentiating instruction, some teachers focus more on their students' readiness and less on their learning profiles (Stollman et al 2019), whereas others focus more on students' interests and learning profiles (Tzanni 2018).…”

Section: Teachers' Experiences and Understandings Of DImentioning

confidence: 99%

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The meanings of differentiated instruction in the narratives of Eritrean teachers

Zerai

Eskelä-Haapanen

Posti-Ahokas

et al. 2021

Pedagogy, Culture & Society

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The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a selfreflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers' positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes.

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Section: Teachers' Experiences and Understandings Of DImentioning

confidence: 99%

Section: Teachers' Experiences and Understandings Of DImentioning

confidence: 99%

Section: Teachers' Experiences and Understandings Of DImentioning

confidence: 99%

See 1 more Smart Citation

The meanings of differentiated instruction in the narratives of Eritrean teachers

Zerai

Eskelä-Haapanen

Posti-Ahokas

et al. 2021

Pedagogy, Culture & Society

Self Cite

View full text Add to dashboard Cite

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“…Teachers in the heterogeneous classroom need to adapt their instruction according to individual children's need and level of academic skills, especially when children's skills and performance are poor (Rytivaara &Vehkakoski, 2015). I realized that teachers need to instruct poor children (weak in performance) individually.…”

Section: Personalized Way Of Instructionmentioning

confidence: 99%

Strategies for Promoting Social Justice in the Math Classroom

Panthi¹,

Luitel

Belbase

2018

Int. J. Emerg. Math. Educ.

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Artikel ini bertujuan untuk menjelaskan beberapa strategi yang digunakan oleh guru untuk memperkenalkan sikap adil di kelas matematika. Metode penelitian kualitatif deskriptif digunakan untuk mengkonstruksi, menganalisis, dan menginterpretasikan data hasil penelitian melalui proses iteratif. Tiga orang guru matematika dan siswanya (satu siswa untuk satu guru) dipilih sebagai subjek penelitian yang dipilih secara purposive dari tiga sekolah menengah umum di Kathmandu. Narasi kualitatif dihasilkan melalui wawancara yang mendalam dan observasi kelas pada masingmasing subjek penelitian. Analisis data dilakukan melalui beberapa proses analisis tematik dan interpretasi narasi dari data wawancara. Secara keseluruhan enam tema muncul dari analisis data. Tema-tema ini meliputi konseling dan dorongan, kerja kelompok dan pembelajaran kooperatif, menghubungkan matematika ke kehidupan sehari-hari, cara pengajaran yang dipersonalisasi, memperkenalkan lingkungan yang menyenangkan, dan kerja kelompok dan proyek.

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“…Finnish research has often used ethnographic data from everyday school life, for instance in studies of individualised teaching in heterogeneous classrooms (Rytivaara & Vehkakoski, 2015) and studies of educational practices that included students with significant disabilities (Pesonen et al, 2015). These sources represent research that examines pedagogical practices in schools in relation to inclusive educational ideology.…”

Section: Finlandmentioning

confidence: 99%

Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

et al. 2018

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Disability studies in education (DSE) is an interdisciplinary field derived from the need to re-conceptualise special education dominated by a medical perspective on disability. In this article we identify what characterises DSE research and consider whether there is a case for arguing for a specific field of DSE in Finland and Iceland. Our analysis is based on a review of 59 studies published by Finnish and Icelandic scholars during the time period of ratification process of the UN Convention on the Rights of People with Disabilities from 2007 to 2016 in Finland and Iceland. We suggest that DSE has emerged as a dynamic area of research in both countries. It has provoked researchers to analyse disability in social contexts and turn the gaze from individual person with disabilities to the social structures and educational policies and practices. The fields of DSE in Finland and Iceland have not developed in identical ways and both have fluid crossovers to related fields such as disability studies and inclusive education. We argue for the potential of DSE to contribute to the discussion on educational equality and social justice. However, this requires opportunities to bring together scholars across disciplinary borders.

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What is individual in individualised instruction? Five storylines of meeting individual needs at school

Cited by 7 publications

References 46 publications

The meanings of differentiated instruction in the narratives of Eritrean teachers

The meanings of differentiated instruction in the narratives of Eritrean teachers

Strategies for Promoting Social Justice in the Math Classroom

Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

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