Binnendifferenzierung und deren konkrete Umsetzung in der Schulpraxis – eine qualitative Studie

Letzel, Verena; Otto, Johanna

doi:10.1007/s35834-019-00256-0

Cited by 11 publications

(11 citation statements)

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“…Furthermore, results also indicated school track differences in the allocation of teachers across the clusters, which are in line with recent literature, it appears that advanced secondary school teachers and teachers working at other school tracks, which also goes in line with recent literature (Hertel et al, 2010; Letzel & Otto, 2019; Nieder et al, 2011; Pozas & Letzel, 2019; Pozas et al, 2019; Schiepe‐Tiska et al, 2013): Cluster 2, that is ‘The non‐valuing‐teacher’, is mainly present in advanced secondary schools. Hence, it can be assumed that teachers working in the advanced secondary school tracks perceive far more insufficient resources while simultaneously not granting much value to the implementation of DI, and, thus, do not implement DI frequently.…”

Section: Discussionsupporting

confidence: 90%

“…However, to the best of our knowledge, up until now there are no studies that have explored teachers' attitudes towards DI between the different secondary school tracks. Given that research has repeatedly shown that teachers' practice of DI significantly varies across school tracks (Hertel et al, 2010; Letzel & Otto, 2019; Nieder et al, 2011; Pozas & Letzel, 2019; Pozas et al, 2019; Schiepe‐Tiska et al, 2013), it seems worthwhile to examine whether such significant differences also hold true for teachers' attitudes towards DI.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Teachers' attitudes towards DI Teachers' attitudes towards DI were assessed using the Teachers' Attitudes towards DI Scale (TAT-DIS; . The TAT-DIS was originally developed in the German language as well as validated within a sample of German secondary school teachers (Letzel, 2021; . It consists of two sub-scales embracing the following constructs: Value of DI (five items, e.g., 'Differentiated instruction is necessary to address all students'; α = .88) and Perceived Insufficient Resources (three items, e.g., 'If I had more time, I would differentiate my instruction more often'; α = .79).…”

Section: Instrumentsmentioning

confidence: 99%

“…However, despite the fact that DI has been identified as a teaching quality domain (Maulana et al, 2020) and teachers recognize the necessity to implement it (Valiandes & Neophytou, 2018), international research reports that teachers rarely make use of DI practices (Neve et al, 2015; Schleicher, 2016). Reasons for the rare implementation could be due to the fact that DI is considered a complex practice (van Geel et al, 2019), that teachers' feel unprepared to meet students' heterogeneity (Idol, 2006; Letzel & Otto, 2019; Pozas & Letzel, 2019; Pozas et al, 2019) or the lack of resources (Goldan et al, 2021). However, being able to offer high‐quality teaching, and therefore, address all students' learning needs is also part of teachers’ professionalization and competence that every educator should develop during both teacher education and in‐service teaching (Baumert & Kunter, 2006; KMK, 2019; Schwab et al, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

Letzel

Pozas

Schneider

2022

Brit J of Edu Psychol

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Background Research has highlighted that personal characteristics such as teachers’ attitudes play an important role in the implementation of inclusive education. However, there are only a few studies that have shed empirical evidence on the relationship of attitudes and inclusive teaching approaches, such as differentiated instruction. In this vein, the present study tackles this research gap and aims to explore teachers’ attitudes specifically towards the inclusive practice of DI in Germany. Aims The present study aimed to investigate teacher profiles based on their attitudes towards differentiated instruction, as well as further to explore whether teachers differentiated instructional implementation varies between the teacher profiles. Sample The sample consists of 450 teachers (Mage = 42.89, SD = 10.48, 65% female), from different school tracks in Germany. Methods A two‐step cluster analysis was performed in order to identify teacher attitude profiles concerning their implementation of differentiated instruction. Moreover, an analysis of variance was conducted in order to identify variations in terms of the implementation of differentiated instruction across the three clusters. Results Results from the cluster analyses indicate three distinct teacher attitude profiles: Cluster 1 ‘The valuing‐teacher’, Cluster 2 ‘The non‐valuing‐teacher’ and Cluster 3 ‘The challenged‐but‐valuing‐teacher’. Moreover, the findings reveal gender and school track differences between the three teacher attitude profiles. Lastly, an analysis of variance indicated that teachers’ differentiated instruction practice varied significantly across the clusters. Conclusions The findings from the present study indicate that teachers not only perceive the value of DI but also the insufficient resources. Thus, it can be assumed that teachers identify both the ‘positive’ and the ‘negative’ aspect of DI, and more importantly, they can recognize both attitude domains towards DI in a similar or different level. Consequently, the results show that attitudes in the context of inclusion cannot be characterised as continuum with two distinct poles.

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Section: Discussionsupporting

confidence: 90%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

Letzel

Pozas

Schneider

2022

Brit J of Edu Psychol

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“…The Taxonomy of DI practices is framed within the current DI literature and research, and identifies six DI categories of practices: tiered assignments, intentional composition of student groups, tutoring systems, staggered non-verbal aids, mastery learning and open education/granting autonomy to students. A recent qualitative study by Letzel et al (2019) revealed that the underlying categories within this taxonomy covered all relevant areas of DI.…”

Section: Instrumentsmentioning

confidence: 99%

A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice

Pozas

Trujillo

Letzel

2021

Research in Spec Educ Needs

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With the increasing student diversity, the establishment of inclusive classrooms has become a top concern of policy-makers worldwide urging teachers to differentiate their instruction according to students' individual learning needs. As the implementation of differentiated instruction (DI) relies mainly on teachers, previous research has mostly focused on examining teachers' perspectives on their use of differentiation. In contrast, far less attention has been paid to explore students' perspectives about their experiences in inclusive classrooms. Therefore, this study aims at examining students' experiences of their teachers' actual DI practice. Moreover, this study sets the spotlight on Mexico, a country that has faced changes with a recent proposed educational model. Results from a mixed analysis of variance revealed that students do in fact perceive that their teachers implement DI practices. It appears that both primary and secondary school teachers implement more frequent variants of mastery learning as well as tutoring systems as a means to differentiate their instruction. Implications of the results, as well as further lines of research, are discussed.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Addressing students’ heterogeneity by working with weekly schedules

Decristan,

Rieser

2024

Unterrichtswiss

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ZusammenfassungEine Öffnung des Unterrichts und Maßnahmen der Binnendifferenzierung stellen zwei zentrale Konzepte dar, um die heterogenen Lernbedarfe der Schüler*innen zu berücksichtigen. Durch die Arbeit mit Wochenplänen lassen sich beide Konzepte simultan realisieren. Es mangelt jedoch an aktuellen empirischen Studien zur Nutzung und Ausgestaltung der Wochenplanarbeit in der Schulpraxis. In diesem Beitrag werden Angaben von 326 Lehrkräften aus einer bundesweiten Online-Befragung einbezogen und Unterschiede in der Nutzung und Ausgestaltung von Wochenplänen zwischen drei Schulformvergleichsgruppen (Regelschulen ab der Sekundarstufe, Grundschulen, Förderschulen) analysiert sowie die zusätzliche Bedeutung der Überzeugungen zur Wochenplanarbeit geprüft. Es ergeben sich drei Kernbefunde: (1.) Weniger Lehrkräfte an Regelschulen ab der Sekundarstufe geben im Vergleich zu denjenigen an Grundschulen oder Förderschulen an, Wochenpläne zu nutzen. (2.) Im Falle einer Nutzung von Wochenplänen (n = 215) ist der Grad an Öffnung (operationalisiert über den Anteil an Pflichtaufgaben) zwischen den drei Schulformvergleichsgruppen vergleichbar hoch, das Ausmaß an schwierigkeitsbezogener Differenzierung ist hingegen mit im Mittel vier Stufen pro Klasse an Förderschulen besonders groß. (3.) Die Überzeugungen der Lehrkräfte zur Geeignetheit des Wochenplans für eine Differenzierung können selbstberichtete Nutzung und Ausgestaltung von Wochenplänen mit erklären, während Überzeugungen zur Öffnung nicht mit der Wochenplanarbeit einhergehen. Die Ergebnisse werden vor dem Hintergrund des gegenwärtigen Diskurses zum Umgang mit Heterogenität kritisch eingeordnet und erlauben schulformspezifische Implikationen für die Aus- und Weiterbildung von Lehrkräften.

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Binnendifferenzierung und deren konkrete Umsetzung in der Schulpraxis – eine qualitative Studie

Cited by 11 publications

References 10 publications

Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice

Addressing students’ heterogeneity by working with weekly schedules

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