Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

Beecher, Margaret; Sweeny, Sheelah M.

doi:10.4219/jaa-2008-815

Cited by 87 publications

(75 citation statements)

References 5 publications

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“…The results for the teachers' opinions show parallels with Adodo and Agbayewa (2011), Altınsoy (2011), Altun (2009), Baş (2011, Beecher and Sweeny (2008), Colson (2008), Coyne and Fogarty (2007), Çetin and Şengezer (2013), Dağ and Durdu (2011), Değirmenci (2011), Deniş Çeliker (2012), Doğay (2010), Elmacı (2010), Fakolade and Adeniyi (2010), Gözüm et al (2005), Gözüm (2011), Gürbüz (2011), Hoffer (1992, Kadayıfçı (2008), Kadum-Bošnjak and Buršic-Križanac (2010), Karaçallı (2011), Kaşarcı (2013), Keskin (2011), Kirkey (2005), Kök (2012), Kulik and Kulik (1982), Kurak (2009), Kurtuluş (2012) Yalmancı andGözüm (2013), andYıldırım (2011).…”

supporting

confidence: 61%

“…All the implementations were parallel with the following studies in terms of their results that project-based activities increased student achievements: Baş (2011), Dağ andDurdu (2011), Değirmenci (2011);Deniş Çeliker (2012), Doğay (2010), Gözüm et al (2005), Karaçallı (2011), Kaşarcı (2013, Özer and Özkan (2010), and Yıldırım (2011); that grouping according to skills into homogenous groups increased gifted students' academic achievements: Agbayewa (2011), Hoffer (1992), Kulik and Kulik (1982); that teaching based on multiple intelligences increased students' academic achievements: Altınsoy (2011), Altun (2009), Elmacı (2010, Gözüm (2011), Sivrikaya (2009), Şirin (2010, Uzunöz andAkbaş (2011), Yalmancı andGözüm (2013); that teaching applications based on creative thinking increased students' academic achievements: Kadayıfçı (2008), Kök (2012), Kurtuluş (2012), Özcan (2009Özcan ( ), Özerbaş (2011Özcan ( ), Scott et al (2004; that teaching based on enriched activities increased students' achievements: Beecher and Sweeny (2008), Coyne and Fogarty (2007), Fakolade and Adeniyi (2010), Kirkey (2005), Luehmann (2009), OlszewskiKubilius and Lee (2004), Singh (2013); and that curriculum differentiation increased students' achievements: Beecher and Sweeny (2008), Colson (2008), Kadum-Bošnjak and Buršic-Križanac (2010), Kirkey (2005), Ma...…”

Section: Discussion the Results Based On Quantitative Analysismentioning

confidence: 99%

“…It was identified that teaching based on enrichment activities increased students' achievements (Beecher & Sweeny, 2008;Coyne & Fogarty, 2007;Fakolade & Adeniyi, 2010;Kirkey, 2005;Luehmann, 2009;Olszewski-Kubilius & Lee, 2004;Singh, 2013). It was determined in studies about tailoring curricula that doing so also increased students' achievements (Beecher & Sweeny, 2008;Colson, 2008;KadumBošnjak & Buršic-Križanac, 2012;Kirkey, 2005;Mastropieri et al, 2006;Reis, McCoach, Little, Muller, & Kaniskan, 2011;Simpkins, Mastropieri, & Scruggs, 2009).…”

mentioning

confidence: 99%

“…It was determined in studies about tailoring curricula that doing so also increased students' achievements (Beecher & Sweeny, 2008;Colson, 2008;KadumBošnjak & Buršic-Križanac, 2012;Kirkey, 2005;Mastropieri et al, 2006;Reis, McCoach, Little, Muller, & Kaniskan, 2011;Simpkins, Mastropieri, & Scruggs, 2009). Furthermore, when the studies based on the Purdue model were analyzed, it was determined that the lessons that used the Purdue 3-staged enrichment model also increased students' achievements (Altıntaş & Özdemir, 2009(Altıntaş & Özdemir, , 2010Moon, Feldhusen, & Dillon, 1994;Ünlü, 2008), and it was identified that project-based teaching also increased students' achievements (Altıntaş & Özdemir, 2009(Altıntaş & Özdemir, , 2010Baran & Maskan, 2013;Moon et al, 1994;Sert, 2008;Tertemiz, 2012;Ünlü, 2008).…”

mentioning

confidence: 99%

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Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

2015

EDUC SCI-THEOR PRACT

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This study aims to evaluate a differentiation approach that was recently developed to teach mathematics to gifted middle school students in terms of its practice by teachers by studying the effect of the approach on achievement among both gifted and non-gifted students. From mixed research methods, the study used an explanatory design. It was conducted with 68 gifted and 144 non-gifted students who were in the 5th, 6th and 7th grades and 5 mathematics teachers. A mathematics achievement test, the Multiple Intelligences Inventory, and a teachers' opinion form were used as the data collection instruments. When the lessons that were designed according to the recently developed differentiation approach were compared with the lessons that were conducted according to the Ministry of National Education curriculum, those lessons designed according to the Purdue model, and those that were conducted within the scope of differentiation that was outlined in the Program for Noticing Individual Skills, the participating students' achievements increased significantly with the use of the recently developed differentiation approach. In addition, the teachers expressed that the activities that were conducted based on the differentiation approach were creative, beneficial, and tailored to the students' levels, and they addressed different intelligences types. The teachers reported that the students were more active; the lessons were more effective; the students improved their academic and social skills; and they had opportunities to understand their students better; understand the importance of project studies; and experience the project management process.

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supporting

confidence: 61%

Section: Discussion the Results Based On Quantitative Analysismentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

2015

EDUC SCI-THEOR PRACT

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“…This instructional approach has various proponents: Renzulli, a contemporary of Maker who initiated differentiated lesson plans across the curriculum (Beecher & Sweeny, 2008);…”

mentioning

confidence: 99%

A Picture Paints a Thousand Words: A Phenomenological Study of Misconceptions of Grade 7 Mathematics Teachers on Differentiated Instruction in the Philippines

MAGAYON

Tan

2018

pijss

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A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

Graham

Bruin

Lassig

et al. 2020

Review of Education

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The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer‐reviewed empirical research on differentiation published between 1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation's impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation's effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.

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Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

Cited by 87 publications

References 5 publications

Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

A Picture Paints a Thousand Words: A Phenomenological Study of Misconceptions of Grade 7 Mathematics Teachers on Differentiated Instruction in the Philippines

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

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