Advancing Kindergarten Teachers’ Knowledge and Capabilities of Differentiated Instruction Associated with Implementation of Thematic Integrated Curriculum

Wu, Su-Chiao; Chang, Yu-Liang

doi:10.1016/j.sbspro.2015.02.404

Cited by 21 publications

(27 citation statements)

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“…These results are aligned with the previous research that revealed the positive impact of DI on students from elementary to college levels of education (e.g. Martin & Pickett, 2013;Konstantinou-Katzi, et al, 2013;Little, McCoach, & Reis, 2014), and also indicated the applicability and the positive impact of DI in kindergarten (Wu & Chang, 2015).…”

Section: Discussionsupporting

confidence: 92%

“…The literature review reveals that: 1) there is a considerable gap in empirical studies that applied and investigated the impact of DI (Hall, 2002;Rock, Gregg, Ellis, & Gable, 2008;Roy, Guay, & Valois, 2013;Scott, 2012;Tieso, 2005), and 2) the majority of the studies applied and examined the DI's effectiveness in elementary, middle and college classrooms, whilst corresponding studies in kindergarten were rarely reported. Wu & Chang (2015) investigated the teachers' DI practices in kindergarten, but not their impact on children. Nonetheless, early childhood education philosophy is converging with differentiation (Brennan, 2008;DeBaryshe, Gorecki, & Mishima-Young, 2009;Middendorf, 2008).…”

Section: Effectiveness Of DImentioning

confidence: 99%

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Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Mavidou¹,

Κακανά²

2019

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The present study aims to investigate the effectiveness of Differentiated Instruction (DI) on kindergarten children's achievement. More specifically, the paper discusses the effect of different types of adjustments on an Integrated Curriculum following the DI approach. DI is a teaching and learning approach that provides a context to adjust sufficiently several aspects of the curriculum in order to address effectively the needs of all learners. However, the impact of DI is often related to several learning subjects, e.g. reading, mathematics etc., while scarce empirical evidence exists regarding its effectiveness in the context of an Integrated Curriculum. The majority of related research excludes the preschool education; hence, more research about the appropriate implementation of DI in kindergarten settings is needed. The study was quasi-experimental, including pre-and post-tests to examine the effectiveness of DI in reaching the learning goals of three interventions. The participants were 80 kindergarteners for the experimental group and 74 children comprised the control group. The statistical analysis highlighted the positive impact of DI on their achievement. In addition, a tendency was found implying that differentiation by interests was the most effective type of adjustment. The results proved the applicability and positive impacts of DI in kindergarten classrooms, while further research is needed to define and optimize the differentiation strategies and techniques.

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Section: Discussionsupporting

confidence: 92%

Section: Effectiveness Of DImentioning

confidence: 99%

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Mavidou¹,

Κακανά²

2019

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“…Currently, more and more researchers aim in the professional development of pre-and in-service teachers to assist them include DI strategies in their teaching repertoire, indicating that participation in a PDp impacts positively the application of DI (Burkett, 2013;Wu & Chang, 2015). For example, Tobin & McInnes (2008) organized a PDp for DI with 10 teachers participating for 5 months in order to assist them manage the differences that stem from readiness levels.…”

Section: Professional Development Programs For Differentiated Instrucmentioning

confidence: 99%

“…Additionally, many PDps had short-lasting applications and concentrated mainly to teachers from elementary to university levels of education, leaving behind kindergarten teachers. Nonetheless, the philosophy of early childhood education, as well as the diversity of kindergarten classroom (Wu & Chang, 2015), is aligned with differentiation (Brennan, 2008;DeBaryshe, Gorecki, & Mishima-Young, 2009).…”

Section: Professional Development Programs For Differentiated Instrucmentioning

confidence: 99%

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Mavidou¹,

Κακανά²

2019

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Differentiated Instruction (DI) is considered as the teaching approach that builds upon children's differences in order to address them and consequently lead each and every child to academic success. Although DI seems to be an effective teaching approach, teachers' perceptions and/or misconceptions, as well as unsuccessful attempts of implementation, constrain its inclusion in everyday practice. Therefore, the need for appropriate and effective Professional Development programs (PDp) is emerging in order to clearly define the concept of DI and facilitate the application of related practices. The aim of the current study is to shed light onto teachers' experiences with DI, through a PDp, which was developed to provide effective support to teachers to change their perceptions and teaching practices and apply successfully DI. The participants were 7 in-service kindergarten teachers. The program lasted 8 months and included deepening on theoretical and practical levels. Multiple tools were used for data collection, such as open-ended questionnaires, personal diary of the researcher and individual semi-structured interviews. Content Analysis showed that teachers initially had misconceptions about the concept of DI and doubts regarding its applicability, while during the program they realized its positive impact on children, which encouraged them to continue their differentiating practice. According to teachers, the successful elements of the program, which contributed to the revision of their personal theories and generally their professional development, were the cooperation with colleagues in a warm and welcoming climate during the meetings, the long-lasting duration and the constant feedback and reflection. To conclude, the PDps provide the necessary context for the teacher to experiment with DI, though the prediction of future application is not yet sufficiently studied.

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“…Teachers in the differentiated classroom, however, strive to base instruction on student interests, needs, and readiness and use various teaching processes and instructional approaches to ensure that students reach their potential (Abbati, 2012;Strassman, 2004;Wu & Chang, 2014). Shim and Shur (2017) pointed out that teachers not only needed to find the distinctions between ELLs and non-ELLs, but also realize ELL students' performance was on a spectrum, showing significantly different performance levels among groups or clusters.…”

Section: Applying Differentiated Pedagogy In the Mathematics Classroommentioning

confidence: 99%

Supporting English Language Learners in the Mathematics Classroom in the United States

2018

JME

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Advancing Kindergarten Teachers’ Knowledge and Capabilities of Differentiated Instruction Associated with Implementation of Thematic Integrated Curriculum

Cited by 21 publications

References 1 publication

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Supporting English Language Learners in the Mathematics Classroom in the United States

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