Differentiation in education: a configurative review

Eikeland, Ingunn; Ohna, Stein Erik

doi:10.1080/20020317.2022.2039351

Cited by 26 publications

(30 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This form of instruction has been promoted as an approach that serves the needs of highability students in particular (Archambault, et al, 1993;VanTassel-Baska et al, 2002). While it is crucial to tailor education to each child (Tomlinson, 2017), achieving effective differentiation can be challenging (Dixon et al, 2014;Eikeland & Ohna, 2022;Gibbs, 2022). Gibbs (2022) examined the challenges faced by Australian educators in implementing differentiated instruction in a large secondary school.…”

Section: Providing An Appropriate Gifted Educationmentioning

confidence: 99%

Irish teacher practice of differentiation for gifted students

Hinch,

Cross,

Cross

et al. 2024

Gifted Education International

View full text Add to dashboard Cite

In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' ( N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers’ sense of efficacy, particularly for instructional strategies.

show abstract

Section: Providing An Appropriate Gifted Educationmentioning

confidence: 99%

Irish teacher practice of differentiation for gifted students

Hinch,

Cross,

Cross

et al. 2024

Gifted Education International

View full text Add to dashboard Cite

show abstract

“…According to Eikeland et al (2022), the aspects of differentiated learning are divided into four, namely content, process, product and learning environment: Content differentiation is something that learners learn. This content relates to the curriculum and learning materials.…”

Section: Differentiated Learningmentioning

confidence: 99%

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

Susanti,

Ismet,

Wiyono

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This research aims to analyze the learning styles of grade 7 students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. This research is a qualitative descriptive study. The subjects of this research were all 7th grade students of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. The data collection technique used in this research is in the form of a questionnaire which will be filled out by research subjects. Then the data will be analyzed quantitatively by calculating the percentage that refers to the three VAK learning styles (Visual, Auditory and Kinesthetic). The results of the learning style analysis of all 7th grade students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year showed that there were 40% Visual learning styles, 23% Auditory learning styles, 31% Kinesthetic learning styles, 2% Visual Kinesthetic learning styles, 1% auditory visual learning is as much as 1% of the auditory kinesthetic learning style and 2% of the visual auditory kinesthetic learning style. From this research, it was concluded that the learning style of students in Class 7 of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year was dominated by the visual learning style at 40% of the total class of students. These differences in student learning style tendencies can be accommodated by conducting differentiated learning so that it can meet student needs and student characteristics.

show abstract

“…Differentiation by process refers to how a student is engaged in acquiring the intended knowledge and skills (Tomlinson et al, 2003). It includes activities for students to think about, work with, and personalize the content to their learning needs (Dixon et al, 2014; Eikeland & Ohna, 2022). The product dimension of differentiation entails allowing students to demonstrate their learning through a variety of ways to facilitate students’ ability to critically think about, apply, and demonstrate what they have learned (Santangelo & Tomlinson, 2012).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The other dimension of DI relates to how the teaching and learning environment is organized. Therefore, creating rich, stimulating and authentic learning contexts forms the basis for differentiation by learning environment (Eikeland & Ohna, 2022). One of the recognized forms of differentiating on the basis of learning environment is the use of appropriate ability grouping strategies (Steenbergen-hu et al, 2016).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…While there exists extensive literature and models on DI, its conceptualization is still non-universal (Eikeland & Ohna, 2022; Graham et al, 2021; Roy et al, 2013), and particularly is not featuring in Tanzanian educational research although to some degree it is being embraced at policy level. Given this reality, apparently, the need to investigate how teachers in the SPSSs perceive DI as they work with AHASs was clear; making a significant contribution to existing knowledge on gifted education and DI in particular by extending the international empirical evidence from predominantly high-income countries to Tanzania, low-income context, just like in other similar education contexts elsewhere.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Milinga

Amani

Lyakurwa

2022

Journal of Advanced Academics

View full text Add to dashboard Cite

Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers’ limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research.

show abstract

Differentiation in education: a configurative review

Cited by 26 publications

References 35 publications

Irish teacher practice of differentiation for gifted students

Irish teacher practice of differentiation for gifted students

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Contact Info

Product

Resources

About