Factors affecting intervention fidelity of differentiated instruction in kindergarten

Abstract

aWelten institute, open university of the netherlands, heerlen, the netherlands; b Radboud docenten academie, Radboud university nijmegen, nijmegen, the netherlands

A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools

“…Researchers in different contexts have found that in implementing differentiated instruction for gifted learners, teachers may encounter a host of barriers in addition to teachers’ beliefs and planning time (e.g., Dijkstra et al, 2016; Oswald & de Villiers, 2013; VanTassel-Baska & Stambaugh, 2005). VanTassel-Baska and Stambaugh (2005) cited the dearth of subject matter and curriculum modification knowledge, a lack of classroom management and relevant pedagogical skills by teachers, teachers’ perceptions of learning, issues about handling diverse populations, difficulties in the efficient application and location of resources, and lack of planning time and administrative support.…”

“…In the context of South Africa, Oswald and de Villiers (2013) similarly reported barriers such as the lack of required knowledge and skills for the management of differentiated activities, teachers’ discomfort with the differentiation processes, inadequate planning time, restricted teaching time, and large class sizes. Dijkstra et al (2016) focused on local features such as the school district, community, school principal, and teachers along with external factors including the government and similar agencies as influential factors in the implementation of differentiated instruction. Other researchers (Goodnough, 2010; Tobin & Tippett, 2014) reported that novice teachers encountered differentiated instruction implementation obstacles such as limited curriculum support, time, and supplementary resources.…”

Fidelity First in Middle School Reading Programs

“…Teachers that took differentiation to another level had the opportunity to spend time with students and further differentiate instruction. According to Dijkstra, Walraven, Mooij and Kirschner (2016), "Differentiation should be part of a reading program" (p. 154). Differentiation allows teachers to spend valuable instructional time with struggling learners.…”

“…Her fears came from differentiating to the point that a change in the reading program might occur. Dijkstra et al (2016) argue that differentiating instruction in an intervention program is challenging to accomplish, because teachers are not fully trained to change or modify the curriculum to fit every learning style. A teacher with more experience and comfort with a reading program would be able to differentiate instruction with less difficulty.…”

Αναθεωρώντας Τη Διαφοροποιημένη Διδασκαλία Στο Νηπιαγωγείο

“…Τρόποι διαφοροποίησης της διδασκαλίας (Πηγή: Tomlinson, 2004) Ειδικότερα, οι έρευνες που επικεντρώνονται στην εφαρμογή της ΔΔ στο νηπιαγωγείο είναι ελάχιστες (Dijkstra, Walraven, Mooij, & Kirschner, 2016• Wu & Chang, 2015, φανερώνοντας μία τάση παραγκωνισμού της προσχολικής εκπαίδευσης από το πεδίο της διαφοροποιημένης προσέγγισης. Βέβαια, οι αρχές που διέπουν τη σύγχρονη προσχολική εκπαίδευση αυταπόδεικτα συνάδουν με τη φιλοσοφία της ΔΔ, ως προς την παιδοκεντρική διάσταση, τη βιωματική μάθηση, τη συνεργατικότητα, την αυθεντική αξιολόγηση κ.ά.…”