Support and Sabotage Principals’ Influence on Middle School Teachers’ Responses to Differentiation

Hertberg-Davis, Holly; Brighton, Catherine M.

doi:10.4219/jsge-2006-685

Cited by 45 publications

(41 citation statements)

References 13 publications

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“…However, in some studies obstacles appear as far as the implementation of differentiated instruction is concerned. These include lack of administrative support (Hertberg- Davis & Brighton, 2006), fear of lowering student scores (Tieso, 2004), lack of time to design differentiated instruction (Hertberg-Davis & Brighton, 2006) and uncertainty about students' reaction to it (Knopper & Fertig, 2005). Despite these difficulties, differentiation becomes more effective when teachers are motivated and provided with the appropriate conditions to implement differentiated instruction (Tomlinson, 2005).…”

Section: Differentiated Instruction: a Theoretical Approachmentioning

confidence: 99%

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: Differentiated Instruction: a Theoretical Approachmentioning

confidence: 99%

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

Δάρρα

Kanellopoulou

2019

IJE

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“…Teachers may resist differentiation for a variety of reasons, including worries about administrative support or having sufficient time for planning (Hertberg-Davis & Brighton, 2006).…”

Section: Attitudes Toward Gifted Educationmentioning

confidence: 99%

Attitudes about gifted education among Irish educators

Cross

O’Reilly

2018

High Ability Studies

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In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, a potential challenge for the provision of services. A majority of classroom teachers did not perceive they had access to specialists to assist them in providing for their high ability students' needs. Comments from respondents indicate they would like to provide services, but lack the time, training, and resources to do so. Educators appear to be receptive to expanding gifted education in Ireland, but the survey results suggest a need for greater communication between school leaders and teachers, along with professional development on appropriate provisions.

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“…Much research has already been done into the effectiveness of DI on student learning (e.g., Deunk et al 2015), teachers' perceptions and practices of DI (e.g., Brighton 2003), and how they can incorporate it into their practice (e.g., Tomlinson et al 2008). DI appears to be beneficial for students' achievement, motivation, and engagement (Graham et al 2008, Deunk et al 2015, but many problems have been described in the literature regarding the incorporation of DI into practice (Tomlinson et al 2003, Hertberg-Davis and Brighton 2006, Smit and Humpert 2012, Janssen et al 2016. Teachers may not view DI as a challenge to innovate their teaching, but rather as a burden (Smit and Humpert 2012).…”

Section: Differentiated Instructionmentioning

confidence: 99%

“…Teachers may not view DI as a challenge to innovate their teaching, but rather as a burden (Smit and Humpert 2012). Contextual factors like support during the implementation of DI are of great importance (Hertberg-Davis and Brighton 2006). As a result of the teachers' experienced problems with the implementation of DI, certain DI practices remain an add-on in many cases, instead of a fully implemented pedagogical approach (Smit and Humpert 2012).…”

Section: Differentiated Instructionmentioning

confidence: 99%

Teachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study

Stollman

Meirink

Westenberg

et al. 2020

Professional Development in Education

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To better align teacher learning with teachers' learning needs, teachers' sense-making of an innovation during which teachers experimented with differentiated instruction was studied during two school years. Using answers to a questionnaire, 15 teachers' sense-making processes were characterised by three types of search for meaning: assimilation, adaptation, and toleration. We further specified the teachers' sense-making through their experienced sources of ambiguity and uncertainty (limited resources and conflicting goals) and a detailed description of their personal frames of reference. We concluded that the teachers varied in their types of search for meaning during both school years, though most teachers were found to use assimilation in the second school year. Their experienced sources of ambiguity and uncertainty and their personal frames of reference, though becoming more similar to each other, still differed after two school years. A possible reason for the variety in teachers' sense-making is the freedom they had in the implementation of differentiated instruction: several teachers were positive about this from the start, others needed more support and guidance. This study hereby provides additional insight into the advantages of freedom in the implementation of an innovation, but also show the importance of proper support and guidance to ensure effective implementation.

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Support and Sabotage Principals’ Influence on Middle School Teachers’ Responses to Differentiation

Cited by 45 publications

References 13 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

Attitudes about gifted education among Irish educators

Teachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study

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