Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model

Coubergs, Catherine; Struyven, Katrien; Vanthournout, Gert; Engels, Nadine

doi:10.1016/j.stueduc.2017.02.004

Cited by 112 publications

(166 citation statements)

References 18 publications

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“…We searched for a variety of studies that report the use of an instrument for assessing differentiated instruction, via Scopus, ERIC, and Google Scholar, but do not claim to present an exhaustive inventory of such instruments here. In the retrieved studies, we mainly found instruments based on self-report regarding DI practice (Coubergs, Struyven, Vanthournout, & Engels, 2017;Prast, Van de Weijer-Bergsma, Kroesbergen, & Van Luit, 2015;Roy et al, 2013) and instruments for measuring the perceived difficulty of DI strategies (Gaitas & Alves Martins, 2017), teachers' attitudes towards DI (Coubergs et al, 2017), and teacher self-efficacy regarding DI (Prast et al, 2015;Wan, 2016). Furthermore, several lesson observation schemes aimed at assessing whether a teacher applies specific differentiation strategies were reviewed (Tomlinson, Brimijoin, & Narvaez, 2008;Van de Grift et al, 2011;Van Tassel-Baska, Quek, & Feng, 2006).…”

Section: How Differentiation Is Measuredmentioning

confidence: 99%

Capturing the complexity of differentiated instruction

Geel

Keuning

Frèrejean

et al. 2018

School Effectiveness and School Improvement

123

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Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers' differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-difficulty instruments to student questionnaires. We question whether these instruments truly capture the complexity of differentiation. In order to depict this complexity, a cognitive task analysis (CTA) of the differentiation skill was performed. The resulting differentiation skill hierarchy is presented here, together with the knowledge required for differentiation, and the factors influencing its complexity. Based on the insights of this CTA, professional development trajectories can be designed and a comprehensive assessment instrument can be developed, enabling researchers and practitioners to train, assess, and monitor teaching quality with respect to providing differentiated instruction.

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Section: How Differentiation Is Measuredmentioning

confidence: 99%

Capturing the complexity of differentiated instruction

Geel

Keuning

Frèrejean

et al. 2018

School Effectiveness and School Improvement

123

View full text Add to dashboard Cite

show abstract

“…An essential feature of the framework is that instructional design is not only related to learning goals such as targeted in the curriculum, but also based upon students' characteristics. Coubergs et al [9] describe this 'ethical compass' as one of the theoretical foundations of teachers' perceptions about differentiated instruction. Another essential element is that teachers invest in ongoing assessment in order to be able to tailor instructional design to students' characteristics.…”

Section: Introductionmentioning

confidence: 99%

High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

Smets¹

2017

ujer

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This paper presents a checklist that scaffolds teachers' professional decision-making with regard to differentiated instruction. It discusses the way the concept of differentiated instruction may be applied in an evidence-informed way by presenting a checklist for high-quality differentiated instruction (DI). We tried to tackle the question of how to implement differentiated instruction in a research-informed way. We sought answers in meta-analyses on effective teaching practices. To investigate accordance between this literature and two models for DI, all elements in these models were operationalized. We scrutinized whether the operational elements in these models are characterized by effectivity as effective teaching practices. The result is an evidence-informed checklist that helps teachers who want to apply the concept of DI in their practice which consists of three sets of criteria: (1) the teachers in relation to the students; (2) the teacher and the learning goals; (3) the teacher and the lesson design. The checklist clearly indicates that DI requires a repertoire of teaching methods. Most elements mentioned in both models for DI are supported by evidence-based research, however the application of flexible grouping and the use of learning styles for DI are discussed. This checklist may aid teachers to assess and improve their own teaching practice.

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“…The process concerns the "how" of the learning procedure (Ernest, Heckaman, Thompson, Hull, & Carter, 2011), as it is related to the specific activities that teachers design to assist children in achieving the learning goals (Coubergs, Struyven, Vanthournout, & Engels, 2017). Lastly, the product is the result of learning that indicates the level that the goals were achieved (Tomlinson & Imbeau, 2010).…”

Section: Curriculum Adjustmentsmentioning

confidence: 99%

“…On the other hand, DI is a complicated teaching approach that involves many strategies and techniques and it is not clear which of them were active during each application in the referred empirical studies (Smit & Humpert, 2012), highlighting the necessity to study the effect of the different aspects of DI (Coubergs et al, 2017). However, the related literature indicates that the strategy of choices, differentiation by interests and flexible grouping are effective strategies on students' performance (Baumgartner, Lipowski, & Rush, 2003;Koeze, 2007;Tieso, (Danzi, Reul, & Smith, 2008).…”

Section: Effectiveness Of DImentioning

confidence: 99%

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Mavidou¹,

Κακανά²

2019

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The present study aims to investigate the effectiveness of Differentiated Instruction (DI) on kindergarten children's achievement. More specifically, the paper discusses the effect of different types of adjustments on an Integrated Curriculum following the DI approach. DI is a teaching and learning approach that provides a context to adjust sufficiently several aspects of the curriculum in order to address effectively the needs of all learners. However, the impact of DI is often related to several learning subjects, e.g. reading, mathematics etc., while scarce empirical evidence exists regarding its effectiveness in the context of an Integrated Curriculum. The majority of related research excludes the preschool education; hence, more research about the appropriate implementation of DI in kindergarten settings is needed. The study was quasi-experimental, including pre-and post-tests to examine the effectiveness of DI in reaching the learning goals of three interventions. The participants were 80 kindergarteners for the experimental group and 74 children comprised the control group. The statistical analysis highlighted the positive impact of DI on their achievement. In addition, a tendency was found implying that differentiation by interests was the most effective type of adjustment. The results proved the applicability and positive impacts of DI in kindergarten classrooms, while further research is needed to define and optimize the differentiation strategies and techniques.

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Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model

Cited by 112 publications

References 18 publications

Capturing the complexity of differentiated instruction

Capturing the complexity of differentiated instruction

High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

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