Self-Reflections on Differentiation: Understanding How We Teach in Higher Education

Jackson, Nykela; Evans, Lesley Anne

doi:10.4148/2470-6353.1012

Cited by 7 publications

(9 citation statements)

References 7 publications

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“…Regarding the cognitive subjects on which differentiated instruction was implemented, as shown in Table 5, it is observed that most researches have been implemented to the Mathematics course (Bianchini & Brenner, 2009;Butler & Van Lowe, 2010;Chamberlin & Powers, 2010;Dack , 2015;Chen & Chen, 2018), followed by other courses such as Science (Bianchini & Brenner, 2009;Goodnough, 2010), the Education and Psychology of Excellent Students (Santangelo & Tomlinson, 2009), School Experience (Symeonidou & Kyriakides, 2010), Reading (Williams-Black et al, 2010), Computer Science (Mok, 2012), Teacher Certification Programs (Tricarico & Yendol -Hoppey, 2012), Educational Psychology (Dosch & Zidon, 2014), Language Arts (Dack, 2015), Humanities and Social Sciences (Turner et al, 2017), Arts (Turner et al, 2017). Finally, there are three researches that do not mention the cognitive subjects in which differentiated instruction was implemented (Joseph, 2013;Evans-Hellman & Haney, 2017;Jackson & Evans, 2017). ISSN 1948-5476 2019 Regarding the purpose of implementing differentiated instruction it appears that studies have investigated the effectiveness of implementing differentiated instruction in higher education (Bianchini & Brenner, 2009;Santangelo & Tomlinson, 2009;Butler & Van Lowe, 2010;Tricarico & Yendol -Hoppey, 2012;Dosch & Zidon, 2014).…”

Section: Results Of the Researchmentioning

confidence: 99%

“…Regarding the advantages of implementing differentiated instruction in higher education (third research question) several researches have been examined internationally (Santangelo & Tomlinson, 2009;Butler & Van Lowe, 2010;Williams-Black et al, 2010;Tricarico & Yendol-Hoppey, 2012;Dosch & Zidon, 2014;Dack, 2015;Jackson & Evans, 2017;Chen & Chen, 2018). More specifically, as advantages of differentiated instruction focusing on the learner who is actively involved in teaching, reflection, through which some teachers take direct initiatives in their classrooms, the increased interest of teachers, the various methods in which teachers differentiate the content, process, product and environment, the effectiveness of teaching and the professional and academic success of preservice teachers are recorded.…”

Section: Discussion Of Research Resultsmentioning

confidence: 99%

“…Regarding the methodological design used in the examined studies on differentiated instruction in higher education internationally (sixth research question) most researches implemented qualitative research (Bianchini & Brenner, 2009;Williams-Black et al, 2010;Tricarico & Yendol -Hoppey, 2012;Dack, 2015;Jackson & Evans, 2017;Turner et al, 2017) and the mixed method (Butler & Van Lowe, 2010;Chamberlin & Powers, 2010;Mok, 2012;Joseph, 2013), while less the quantitative method (Dosch & Zidon, 2014;Evans-Hellman & Haney, 2017) and even less Action Research (Goodnough, 2010), Quasi-experimental (Chen & Chen, 2018), Self-study research (Santangelo & Tomlinson, 2009) and Teaching (Simeonidou & Kyriakides, 2010). Regarding the sample size, most researches used a sample consisting of fewer than 50 individuals.…”

Section: Regarding the Difficulties In Implementing Differentiated Inmentioning

confidence: 99%

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The Implementation of the Differentiated Instruction in Higher Education: A Research Review

Δάρρα

Kanellopoulou

2019

IJE

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Meeting the diverse and various needs of learners, who come from different cultural and social environments, imposes changes in a modern education system through the implementation of new teaching approaches and practices, such as differentiated instruction. This literature review examines 16 studies regarding differentiated instruction in higher education which have taken place during the last decade. The results of the research revealed that differentiated instruction contributes to mobilizing preservice teachers, improving their performance and developing positive attitudes and beliefs of trainees and educators in higher education. There is also a need for further research regarding the effectiveness of the implementation of differentiated instruction in higher education, especially in Greece, where no relevant research has been conducted, compared to the international field.

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Section: Results Of the Researchmentioning

confidence: 99%

Section: Discussion Of Research Resultsmentioning

confidence: 99%

Section: Regarding the Difficulties In Implementing Differentiated Inmentioning

confidence: 99%

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The Implementation of the Differentiated Instruction in Higher Education: A Research Review

Δάρρα

Kanellopoulou

2019

IJE

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“…Differentiated instruction, providing multiple ways of delivering the same material, is ideal, albeit difficult to achieve in higher education according to Jackson and Evans: "We struggle in this journey due to the demands of ensuring that all students exit the course with the required content and application of knowledge in a classroom setting." 36 Teacher librarians usually have more freedom than the classroom instructor. Librarians do not have the pressure of even knowledge application, knowing their students come into the IL session with widely varied IL skill sets.…”

Section: Active Learning and Differentiated Instructionmentioning

confidence: 99%

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Oberlies¹,

Kirker

Mattson

et al. 2021

CRL

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How do the personal epistemological beliefs of instruction librarians inform their teaching practices? By learning about their personal beliefs about knowledge acquisition, are librarians better equipped to create an environment more conducive to student learning? These questions informed a mixed-methods research study. Using the Approaches to Teaching Inventory, 283 teaching librarians answered 22 questions about their teaching practices and how they believe students learn. We interviewed 12 of these librarians to learn more about their teaching practices and epistemological beliefs. Seven themes emerged as influences on the instructional practices of librarians that ranged from learning biases to classroom tensions.

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“…Assessment also highlights anything that may need to be taught again, revised, or practised by some students. Assessment is intertwined with [12]. Grading refers to the fairly common practice of indicating the quality of the work a student has produced for assessment purposes.…”

Section: ) Contentmentioning

confidence: 99%

Differentiated Instruction: An alternative learning approach for all learners in inclusive setting

Lisdiana¹,

Hufad²,

Tarsidi³

et al. 2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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The presence of diverse learners in an inclusive setting requires teachers to reexamine the teaching and learning practices that have been applied so far. The homogeneity of learners has been replaced by a wide variety, but in many contexts teachers seem to have not adapted the learning methods to follow this trend. The use of a single learning approach ignores the different abilities of learners in learning. This study aims to describe a differentiated instruction approach as an alternative learning approach in inclusive settings. Literature shows that Differentiated Instruction has a philosophy that the learning approach should be varied and tailored to the diversity of learners in the classroom. Based on differences in learning readiness, interests, and learning styles, the teacher differentiates instruction in the content or subject matter, process, product, and evaluation.

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Self-Reflections on Differentiation: Understanding How We Teach in Higher Education

Cited by 7 publications

References 7 publications

The Implementation of the Differentiated Instruction in Higher Education: A Research Review

The Implementation of the Differentiated Instruction in Higher Education: A Research Review

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Differentiated Instruction: An alternative learning approach for all learners in inclusive setting

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