Capturing instructional differentiation in educational research: investigating opportunities and challenges

Jager, Lieke; Denessen, Eddie; Cillessen, Antonius H. N.; Meijer, Paulien C.

doi:10.1080/00131881.2022.2063751

Cited by 9 publications

(5 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Insbesondere die qualitativen Daten aus den Interviews mit Schulleitungen und Lehrkräften haben uns ein tiefergehendes Verständnis für die Besonderheiten der Schul-und Unterrichtsorganisation ermöglicht. Darüber hinaus halten wir, wie auch andere Autor*innen (Jager et al 2022;van Geel et al 2018), eine Dokumentenanalyse von Unterrichtsplanungen und Unterrichtsmaterialien für besonders K vielversprechend, um adaptiven Unterricht zu untersuchen. So ist davon auszugehen, dass Lehrkräfte im Zuge ihrer Unterrichtsplanung Makro-Adaptationen gezielt vorbereiten.…”

Section: Multimethodischer Zugangunclassified

“…Obwohl adaptiver Unterricht sowie verwandte Konzepte wie Differentiated Instruction und Personalized Learning im aktuellen Diskurs eine große Rolle spielen, gibt es bislang überraschend wenig empirische Evidenz dazu, wie solch ein Unter-richt in der schulischen Praxis aussehen und gelingen kann -wie eine Vielzahl von Autor*innen kritisch angemerkt haben (Bernacki et al 2021;Bondie et al 2019;Jager et al 2022;Parsons et al 2018;Vaughn et al 2022;Whitley et al 2019). Auch Begrich et al (2023) haben im Jubiläumsheft der Unterrichtswissenschaft die Untersuchung von adaptiven Unterrichtsformen als eine der zentralen "Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft" herausgearbeitet.…”

Section: Introductionunclassified

See 1 more Smart Citation

Adaptiver Unterricht erfordert eine adaptive Unterrichtsforschung

Dumont,

Decristan,

Fauth

2024

Unterrichtswiss

View full text Add to dashboard Cite

ZusammenfassungHinsichtlich des Umgangs mit der Heterogenität von Schüler*innen setzt sich zunehmend die Erkenntnis durch, dass das Unterrichtsangebot an die individuellen Lernvoraussetzungen der Schüler*innen angepasst werden sollte. Bislang gibt es jedoch überraschend wenig empirisches Wissen über solch einen adaptiven Unterricht und unter welchen Bedingungen er für die Lern- und Leistungsentwicklung von Schüler*innen wirksam ist. Anknüpfend an Begrich und Kolleg*innen, die im Jubiläumsheft der Unterrichtswissenschaft die Untersuchung von adaptiven Unterrichtsformen als eine der zentralen „Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft“ herausgearbeitet haben, möchten wir in unserem Kommentar „weiterdenken“, wie die empirische Untersuchung von adaptivem Unterricht umgesetzt werden kann. Dazu adressieren wir zunächst, was adaptiver Unterricht ist und wie er in der Praxis aussieht. Anschließend widmen wir uns auf Basis unserer Erfahrungen aus der Studie „Adaptivität und Unterrichtsqualität im individualisierten Unterricht (Ada*Q)“ der Frage, welche Herausforderungen sich bei der Untersuchung von adaptivem Unterricht ergeben und skizzieren mögliche Lösungsansätze. Dabei argumentieren wir dafür, dass nicht nur Unterricht, sondern auch die Unterrichtsforschung adaptiv sein muss, um der Heterogenität von Schüler*innen adäquat begegnen zu können.

show abstract

Section: Multimethodischer Zugangunclassified

Section: Introductionunclassified

Adaptiver Unterricht erfordert eine adaptive Unterrichtsforschung

Dumont,

Decristan,

Fauth

2024

Unterrichtswiss

View full text Add to dashboard Cite

show abstract

“…DI initially focused on teaching gifted students, then this focus expanded into a series of teaching practices targeted at inclusive education classrooms and further developed into a primary teaching approach to fulfill the needs of all learners in regular classrooms (Langelaan et al, 2024). The definition of DI is still ambiguous but has the same meaning about the differences in the character of each student (Graham et al, 2021;Jager et al, 2022;Zerai et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Bibliometric Analysis of Research Developments on Differentiated Instruction

Utami,

Sujarwo,

Fauziyah

et al. 2024

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align:justify">This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters.</p>

show abstract

“…The definitions of differentiation sometimes emphasise its reactive nature, that is, the idea that differentiation is needed only when problems in pupils' schooling emerge (e.g., Lindner & Schwab, 2020). Differentiation can also be seen as an approach that permeates all teaching and that proactively takes into account the diversity of each student and group of students (Jager et al, 2022;Roiha & Polso, 2021;Tomlinson, 2014). That way differentiation extends to other factors than students' abilities, such as learning preferences and interests and approaches it both as an individual-and group-level phenomenon.…”

Section: F F Er En T I At Ionmentioning

confidence: 99%

‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions

Roiha,

Heinonen

2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

This article examines pre‐service language teachers' perceptions of learning and teaching and how differentiation manifests itself in them. The 67 participants visualised ‘an ideal language learning situation’ and complemented a number of teaching‐related metaphors, for instance, ‘A teacher is like…’ and ‘A learner is like…’ in the first session of their pedagogical studies. Seven participants returned to reflect on these outputs in group discussions held at the end of their studies. The data were analysed qualitatively following thematic analysis. We identified some themes of differentiation already in the initial outputs, that is, visualisations and metaphors, such as teaching methods and learning environment. In particular, the metaphors contained references to the individuality and uniqueness of the pupils. In the group discussions, the participants further highlighted the importance of differentiation for instance through the themes of differentiation for high‐achieving pupils and the contradiction between ideal and practice. Based on the group discussions, the participants' understanding of differentiation expanded at least to some extent during their studies. Overall, the results suggest that the ideal of differentiation is present at some level when students enter their studies and that they are able to embrace it even more during their studies. Despite this, some participants still reflected rather limited views of differentiation, for instance, the focus on ability levels and textbook‐based learning. This implies that differentiation should be addressed more profoundly in pre‐service teacher education.

show abstract

Capturing instructional differentiation in educational research: investigating opportunities and challenges

Cited by 9 publications

References 52 publications

Adaptiver Unterricht erfordert eine adaptive Unterrichtsforschung

Adaptiver Unterricht erfordert eine adaptive Unterrichtsforschung

Bibliometric Analysis of Research Developments on Differentiated Instruction

‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions

Contact Info

Product

Resources

About