Teacher perceived difficulty in implementing differentiated instructional strategies in primary school

Gaitas, Sérgio Miguel Protásio; Martins, Margarida Alves

doi:10.1080/13603116.2016.1223180

Cited by 91 publications

(74 citation statements)

References 29 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

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show abstract

“…Many teachers regard the ambition to provide inclusive teaching opportunities for a variety of students as a difficult task. Many teachers don't know how to adapt their teaching habits to the new demographic reality or see this challenge as hard to address [4]. They often feel a lack of support and find it sometimes hard to imagine how a differentiated classroom could work [5,6].…”

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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“…Research on differentiated instruction has a tendency to couple learning and teaching with a strictly human-centered ontology. Fenwick (2012) argues however, against the tendency to focus on human learning figures: "complexity science urges a re-focusing on the relations that produce things, not the things themselves", (2010, p.111) Several scholars have treated material conditions in which differentiated instruction is enacted (Gaitas & Martins, 2017;Keuning et al, 2017). They see them as fostering or inhibiting teaching practice.…”

Section: Limitationsmentioning

confidence: 99%

Aligning with complexity: system-theoretical principles for research on differentiated instruction

Smets

Struyven

2018

FLR

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Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three challenges for this research are presented: to focus on the interplay between the individual and complex collective behaviour; to acknowledge the external influences in research design; and to describe patterns of non-linear causality and emergence. Three design principles for research on differentiated instruction are presented to address these challenges: organic design, interaction and reflectivity. By using these principles, we believe research on differentiated instruction would be aligned with the theoretical foundations of the concept.

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Teacher perceived difficulty in implementing differentiated instructional strategies in primary school

Cited by 91 publications

References 29 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

Aligning with complexity: system-theoretical principles for research on differentiated instruction

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