Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

Valiandes, Stavroula

doi:10.1016/j.stueduc.2015.02.005

Cited by 131 publications

(131 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The teacher within this purview of differentiation as a scientist and an expert as well in his field, needs to find and follow teaching procedures through which the aims set by the curriculum will be achieved by all of the students (Tomlison & Eidson, 2003). Contemporary researches focusing on the improvement of certain student's dexterities substantiate the effectiveness of differentiation (Aliakbari & Haghighi, 2014;Chamberlin & Powers, 2010;Joseph et al, 2013;Haghighi, 2012;Landrum & McDuffie, 2010;Reis et al, 2011;Valiandes, 2015). Bacon (2013), stated that teachers and lecturers have to develop a repertoire of teaching and learning strategies that enable individuals to draw on intact cognitive resources and abilities and to generate and employ cognitive strategies most appropriate to the tasks at hand.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Klonari

Passadelli

2019

Review of International Geographical Education Online

View full text Add to dashboard Cite

Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning, social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students' spatial and geographical thinking and whether there is a differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14 using opportunity sampling from different areas (rural, urban). The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding -unfolding and mental manipulation of shapes and exercises by which geographical thinking is examined, according to the Greek geography curriculum. The results indicated that the non-dyslexic students had better performance than the dyslexic ones in all cases, except one, this of 2D 3D exercise. The most significant difference was in the section of plan views, mental rotation and folding -unfolding, whereas in the shapes mental manipulation, both children's groups faced difficulties. Although the research sample was limited, the results supported our hypothesis that non-dyslexic students would perform better on spatial and geographical thinking assessments.

show abstract

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Klonari

Passadelli

2019

Review of International Geographical Education Online

View full text Add to dashboard Cite

show abstract

“…Differentiated learning is described by a number of key characteristics by several researchers in the field [16][17][18][19][20][21][22][23], and these have been further summarized into five key differentiation principles, DP1-DP5 below [24]:…”

Section: Differentiated Learning In K-12 Educationmentioning

confidence: 99%

“…A detailed study by Valiandes [22] was conducted in 13 Cypriot primary schools, covering 479 fourth-grade students (average age 9 years) and 24 teachers. The students were functional at the pre-operational and concrete operational thinking stages of Piaget.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Utilizing a Differentiation Framework, Piagetian Theories and Bloom’s Taxonomy to Foster Experiential Learning Activities in Chemical Engineering

Hutton-Prager¹

2018

Laboratory Unit Operations and Experimental Methods in Chemical Engineering

View full text Add to dashboard Cite

This chapter will explore the development of laboratory experiments and analysis for undergraduate chemical engineering students, by utilizing a differentiation framework specifically adapted for university-level education. The differentiation framework explores the relationship between Piagetian and post-Piagetian thinking skills with differentiated learning skills, demonstrating links with Bloom's taxonomy and experiential learning theories. Experimental activities developed within such a framework will allow all students to participate fully in the learning experience intended, as they will be given opportunities to reflect on the learning, and put this new learning into action, within their current thinking operational level. This chapter provides an in-depth look into the educational framework proposed, and then shows examples of how it is used in the development of experimental activities. Educators following this advice will greatly enhance the educational outcomes of the experimental activities conducted.

show abstract

“…Οι εκπαιδευτικοί καλούνται προοδευτικά να διαχειριστούν την ετερογένεια της σύγχρονης σχολικής τάξης, μέσα σε ένα ευρύ φάσμα μαθητών/τριών με διαφορετικές εκπαιδευτικές ανάγκες, διαφορετικό κοινωνικοοικονομικό υπόβαθρο, ικανότητες και κουλτούρα. Λύση σε αυτό το φαινόμενο μπορεί να αποτελέσει η θεωρία και η πράξη της διαφοροποιημένης διδασκαλίας (Tomlinson, 2001), καθώς η διδασκαλία που προσανατολίζεται στον/στη μέσο/η μαθητή/τρια δεν επιφέρει, συνήθως, τα αναμενόμενα μαθησιακά αποτελέσματα (Valiandes, 2015). Για τη διαφοροποιημένη διδασκαλία έχουν υπάρξει διάφορες προσεγγίσεις και εννοιολογικές συνδέσεις, όπως η έννοια της τροποποίησης της διδασκαλίας, η οποία οδήγησε στην εξατομίκευση (Hart, 1992) και η συμπεριληπτική εκπαίδευση (Νάνου, 2013).…”

Section: εισαγωγήunclassified

Διαφοροποιημένη Διδασκαλία Και Αξιολόγηση: Ενδεικτικό Σχέδιο Στο Μάθημα Της Γλώσσας Του Δημοτικού Σχολείου

Χολέβας

Αλεξόπουλος

Αναστασόπουλος

2018

Dial

View full text Add to dashboard Cite

Η σύγχρονη τάξη αποτελείται από ένα σύνολο μαθητών/τριών με διαφορετικές εκπαιδευτικές ανάγκες, ενδιαφέροντα και προτιμήσεις, τα οποία οι εκπαιδευτικοί καλούνται να συγκεράσουν προκειμένου να φέρουν σε πέρας τη μαθησιακή διαδικασία. Η διαφοροποιημένη διδασκαλία αποτελεί ίσως την πιο κατάλληλη διδακτική προσέγγιση για την αντιμετώπιση αυτού του φαινομένου. Η διαφοροποιημένη αξιολόγηση, βασικό στοιχείο της διαφοροποιημένης διδασκαλίας, είναι μια συνεχής διαδικασία κατά την οποία ο/η εκπαιδευτικός συλλέγει δεδομένα από πολλαπλές πηγές, προκειμένου να εντοπίσει τις ανάγκες και τις δυνατότητες των μαθητών/τριών του. Στην παρούσα εργασία παρουσιάζεται αναλυτικά το σχέδιο μιας διαφοροποιημένης διδασκαλίας η οποία αφορά στο μάθημα της Γλώσσας της Γ’ τάξης Δημοτικού. Επιπλέον, προτείνονται σχετικές μαθησιακές δραστηριότητες, καθώς και δραστηριότητες που αφορούν στην αρχική, τη διαμορφωτική και την αθροιστική/τελική αξιολόγηση. Είναι χρονικής διάρκειας τεσσάρων διδακτικών ωρών.

show abstract

Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

Cited by 131 publications

References 38 publications

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Utilizing a Differentiation Framework, Piagetian Theories and Bloom’s Taxonomy to Foster Experiential Learning Activities in Chemical Engineering

Διαφοροποιημένη Διδασκαλία Και Αξιολόγηση: Ενδεικτικό Σχέδιο Στο Μάθημα Της Γλώσσας Του Δημοτικού Σχολείου

Contact Info

Product

Resources

About