Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices

Gheyssens, Esther; Consuegra, Els; Engels, Nadine; Struyven, Katrien

doi:10.1016/j.tate.2020.103210

Cited by 16 publications

(15 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other researchers support this, and the STEM approach is an approach that integrates four disciplines, including science, technology, engineering, and mathematics, by focusing the educational process on solving real problems in everyday life (Gheyssens et al, 2021;Um & Cho, 2022). STEM can develop students' thinking through engineering and technology learning and other integrated sciences STEM education.…”

Section: Resultsmentioning

confidence: 97%

Higher-Order Thinking Skills Profile of Islamic Boarding School Students on Geometry through the STEM–based Video Approach

Pujiastuti

Haryadi

2023

ijses

View full text Add to dashboard Cite

The Indonesia government has begun to focus and pay attention to the quality of education in Islamic Boarding School. Education is a provision for the future to create quality human resources. Education is strongly linked to the 21st century, where education has rapidly developed in science and technology to generate worldwide competitiveness. Students' higher-order thinking skills are fundamental, where this thinking ability is an ability to understand and find solutions to problems in varied and different ways. An appropriate learning approach must support Higher-order thinking skills. Higher-order thinking skills are intelligence with specific knowledge that leads to reasoning, analytical skills, problem-solving, and critical and creative thinking skills. Higher-order thinking skills are the major objective of educational institutions in implementing education that uses a quasi-experiment. Participants consisted of Islamic Boarding School students, ten male- and ten female students. A STEM-based video is a learning approach that can help students analyze, solve problems, investigate a phenomenon, create skills in students, and produce higher-order thinking skills. This study's STEM-based Video approach process is designed to solve functional mathematics problems in real life concerning geometry.

show abstract

Section: Resultsmentioning

confidence: 97%

Higher-Order Thinking Skills Profile of Islamic Boarding School Students on Geometry through the STEM–based Video Approach

Pujiastuti

Haryadi

2023

ijses

View full text Add to dashboard Cite

show abstract

“…When it comes to scale (judged by the number of participants), there was a wide range of projects, ranging from involving a single participant (Adu‐Boateng & Goodnough, 2022) to large‐scale survey participants, with a maximum of 1522 teachers in Gheyssens et al. (2021).…”

Section: Resultsmentioning

confidence: 99%

“…It was also clear that the subject topic or field had influenced the theoretical approach to inclusion taken in some of the studies, e.g. Fraser's notion of ‘recognition’ to underpin ideas about SCL in music education (Burnard et al., 2008), an emphasis on embodied pedagogies in PE (Garrett & Wrench, 2016) and the ‘noticing’ of important teaching events as part of teacher reflection on practice and professional development (Gheyssens et al., 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Three studies also linked inclusive pedagogies to particular teaching approaches, namely, UDL (Adu‐Boateng & Goodnough, 2022), co‐teaching (Ashton, 2016) and differentiation (Gheyssens et al., 2021). These teaching approaches are presented in the next section as overlapping approaches to inclusive pedagogies; however, in the three studies they were placed at the heart of how inclusive pedagogies were conceptualised—although it was recognised that they were not the only possible approaches (Gheyssens et al., 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Differentiation was discussed in a number of the studies (n = 5) and was mainly linked to Tomlinson's work (e.g. Tomlinson, 2014) and defined by Gheyssens et al (2021) as: a teaching practice and a teaching philosophy to meet the needs of diverse learners [and] an approach where teachers are proactive and focus on common goals for each student in the classroom by providing them with multiple options in anticipation of and in response to student differences in readiness, interest and learning needs.…”

Section: Differentiationmentioning

confidence: 99%

See 2 more Smart Citations

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Koutsouris,

Bremner,

Stentiford

2023

British Educational Res J

View full text Add to dashboard Cite

This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly interested in secondary school as the focus on particular curricular areas and subjects, additional pressures for teachers and students derived from assessment and exams, and fewer opportunities for collaboration between teachers as a result of the compartmentalisation of the curriculum can make the implementation of inclusive pedagogies more challenging than at primary level. Six databases were searched for literature published exploring inclusive pedagogies in the context of secondary school. We found that inclusive pedagogies were often filtered through the lenses of particular subjects and were associated with other approaches with similar philosophies, such as differentiation and student‐centred learning; that student perceptions of inclusive pedagogies are still little explored; and that tensions associated with inclusion were only acknowledged to some extent. Based on the findings, we argue for a refined way of understanding inclusive pedagogies in the secondary school context, one that acknowledges the unique characteristics, challenges and tensions at this school level. The review findings also affirm the ‘messiness’ of the inclusion literature and raise questions as to the relevance and usefulness of systematic reviews in exploring this fragmented topic.

show abstract

Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective

Smale-Jacobse,

Moorer,

Maulana

et al. 2023

Effective Teaching Around the World

View full text Add to dashboard Cite

Internationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the literature are connected to analyses of classroom observation-data collected in six countries including Indonesia, the Netherlands, Mongolia, Pakistan, South Korea and Spain. The chapter aims to contribute to insights into factors related to DI and into differences in these associations between the six countries. This chapter concludes by discussing scientific and practical implications.

show abstract

Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices

Cited by 16 publications

References 29 publications

Higher-Order Thinking Skills Profile of Islamic Boarding School Students on Geometry through the STEM–based Video Approach

Higher-Order Thinking Skills Profile of Islamic Boarding School Students on Geometry through the STEM–based Video Approach

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective

Contact Info

Product

Resources

About