1,720,966 research outputs found
How experts' advice influence the implementation of differentiated instruction
Full text linkThis study presents a personal perspective of the role of a teacher-educatorand researcher in the endeavor of studying and implementing differentiatedinstruction (DI) in practice. The three cases discussed examine teachers in‐volved in an action research program in which they sought to implement DI ina superdiverse context. These cases are used to reflect on how the author’s roleas an expert affected the teachers’ efforts to close the gap between the theoryand practice of DI. Autoethnography is used in order to achieve a more thanstrictly (auto)biographical relevance. Each case relies on an epiphany, a turningpoint that gives insight into the broader structure of the relationship betweenthe teachers and the author. It is argued that experts such as teacher-educatorsand researchers, when fostering the implementation of DI, must acknowledgeteachers’ emotionality. Emotional determinants of the nexus between theoryand practice in the field of DI are also explored
How experts' advice influence the implementation of differentiated instruction
Full text linkThis study presents a personal perspective of the role of a teacher-educatorand researcher in the endeavor of studying and implementing differentiatedinstruction (DI) in practice. The three cases discussed examine teachers in‐volved in an action research program in which they sought to implement DI ina superdiverse context. These cases are used to reflect on how the author’s roleas an expert affected the teachers’ efforts to close the gap between the theoryand practice of DI. Autoethnography is used in order to achieve a more thanstrictly (auto)biographical relevance. Each case relies on an epiphany, a turningpoint that gives insight into the broader structure of the relationship betweenthe teachers and the author. It is argued that experts such as teacher-educatorsand researchers, when fostering the implementation of DI, must acknowledgeteachers’ emotionality. Emotional determinants of the nexus between theoryand practice in the field of DI are also explored
How experts' advice influence the implementation of differentiated instruction
Full text linkThis study presents a personal perspective of the role of a teacher-educatorand researcher in the endeavor of studying and implementing differentiatedinstruction (DI) in practice. The three cases discussed examine teachers in‐volved in an action research program in which they sought to implement DI ina superdiverse context. These cases are used to reflect on how the author’s roleas an expert affected the teachers’ efforts to close the gap between the theoryand practice of DI. Autoethnography is used in order to achieve a more thanstrictly (auto)biographical relevance. Each case relies on an epiphany, a turningpoint that gives insight into the broader structure of the relationship betweenthe teachers and the author. It is argued that experts such as teacher-educatorsand researchers, when fostering the implementation of DI, must acknowledgeteachers’ emotionality. Emotional determinants of the nexus between theoryand practice in the field of DI are also explored
Differentiated Instruction Around the World
No full textWith increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction.Publishe
Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study
No full textDue to the increasing heterogeneity of students within learning groups at school, teachers are urged to appropriately address students’ learning needs by means of differentiated instruction. Given that the successful and effective implementation of differentiated instruction relies mostly on teachers, research has extensively explored teacher-related variables, such as attitudes, that have a strong impact on their use of differentiated instruction. However, empirical research exploring teachers’ attitudes, specifically towards the practice of DI, is still quite limited. In addition, up to now, there is only one available instrument that assesses teachers’ attitudes towards DI, the Teachers’ Attitudes towards Differentiated Instructional Scale (TAT-DIS). In this context, the purpose of the present study is to report on the instrument’s adaptation and implementation within the mainland Chinese context. The sample consisted of 650 primary and 702 secondary school teachers from western and central areas of China. Results of the confirmatory factor analysis confirmed the original two-factor structure: the value of DI and perceived insufficient resources. Regarding the internal consistencies of the subscales, the reliabilities of both subscales were good. Additionally, differences across the sociodemographic variables such as gender and school educational level were found. Limitations are discussed and future lines of research are recommended
Differentiated instruction around the world. A global inclusive insight
Full text linkWith increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction. (DIPF/Orig.
Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools
No full textCurrently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed.Peer Reviewe
Inclusive education for refugee students from Ukraine - An exploration of differentiated instruction in German schools
Full text linkTeacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization?
Full text linkTeacher collaboration is considered an important determinant when implementing differentiated instructional practices. However, most research has extensively explored such constructs using global measures, while overlooking the fact that teacher collaboration is a multidimensional construct. Against this background, this study aimed to explore the different teacher collaboration categories (exchange, synchronization and co-construction) and their impact on teachers’ differentiated instructional practices. In addition, this study took into consideration important variables for teachers’ differentiated instructional implementation, such as self-efficacy, attitudes, and the contextual factor of school track. To respond the research questions, descriptive statistics, one-sample t-tests, mixed analysis of variance with and hierarchical linear regressions were conducted. Results from a mixed analysis of variance indicated that teachers mainly collaborate by means of less demanding and less intensive cooperative practices, such as the exchange of teaching materials and content-related information. Additionally, findings from a hierarchical linear regression indicate that more demanding practices of collaboration, such as synchronization and co-construction, are significantly associated with teachers’ differentiated instructional practices. Implications of the results as well as further lines of research are discussed.Peer Reviewe
“The whole is greater than the sum of its parts” – Exploring teachers’ technology readiness profiles and its relation to their emotional state during COVID-19 emergency remote teaching
Full text linkThis article was supported by the German Research Foundation (DFG) and the Open Access Publication Fund of Humboldt-Universität zu Berlin.With the rapid spread of the Coronavirus (COVID-19), schools around the world came to a shutdown. This resulted in an abrupt transition from face-to-face instruction to emergency remote teaching (ERT), resulting in numerous challenges that have greatly affected teachers. Even though research has identified key factors for teachers to effectively implement ERT in the context of the COVID-19 school shutdown, there is still little research on the factors (and their interrelations) that account for the differences between teachers’ experiences. Following a theoretical model of technology readiness, this study aimed to investigate teacher profiles based on domains of technology acceptance, technology competence and technology control. In addition, this study seeks to explore whether teachers’ emotional state during ERT varies between the teacher technology readiness profiles. A total of 124 teachers participated voluntarily in an online survey stemming from the research project “Students-Parents-Teachers in Homeschooling” in Germany. Results from a two-step cluster analysis revealed three distinct teacher technology readiness profiles. Moreover, the findings also revealed gender differences between the three technology readiness profiles. Lastly, an analysis of variance indicated that teachers’ positive emotional state during ERT varied significantly across the clusters. Implications of the results for teacher education and teacher professional development, as well as further lines of research are discussed.Peer Reviewe
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