About
26
Publications
53,675
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
382
Citations
Introduction
Esther Gheyssens has a PhD in Educational Sciences. She is affiliated with the 'POTENTIAL - Power To Teach All project'. Her research focus is differentiated instruction, diversity in education, inclusive education and teacher education. She currently works as an educational trainer at Schoolmakers and as a guest professor at Ghent University (UGent).
Current institution
Publications
Publications (26)
Differentiated Instruction has been promoted as a model to create more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities. Whilst differentiated instruction was originally interpreted as a set of teaching practices, theories now consider differentiated instruction rather a pedagogical model with philo...
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation...
Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers’ ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Conseque...
Differentiated instruction (DI) is put forward as a pedagogical approach to create an inclusive classroom and is considered both a teaching philosophy and a teaching praxis. DI requires that teachers adapt their teaching to students' interests, readiness and learning profiles by adopting differentiated practices such as flexible grouping and ongoin...
Differentiated instruction is advocated as a means to create inclusive classrooms. The hypothesis guiding this study is that teachers’ ability to notice inclusive teaching practices and to reason about it are connected to their differentiated practices. Two instruments are adopted to measure this: the e-PIC videography tool, that maps teachers’ pro...
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an explorat...
This document may be of interest to you if you're planning to conduct research on the topic of differentiated instruction. It provides researchers with more details on the use of the DI-Quest. The documents is complementary to the Coubergs et al. (2017) article:
Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’...
Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experime...
A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and...
Leerlingen, die verschillen nogal wat van elkaar. Hoe zorg je dan voor maximale leerkansen voor elke leerling? Met binnenklasdifferentiatie!
Binnenklasdifferentiatie in de praktijk maakt het haalbaar om ieders leer-kracht te realiseren. Het boek zet je op weg met een stapsgewijze aanpak, creatieve tips en suggesties.
Beschrijvingen uit de klaspra...
Differentiated Instruction (DI) is put forward as a mean to create more inclusive classrooms. Although favoured in theory, empirical studies reveal several challenges when teachers implement DI. Building on the concept of professional vision, this study hypothesizes that teachers’ competences of DI is connected to their ability to notice and to rea...
Differentiated instruction is an educational concept that is highly valued and promoted by educators all over the world. In its most general meaning, differentiated instruction is the set of all interventions available to the teacher to respond to academic differences between learners. Hence, this chapter introduces readers to the three academic di...
Student-centered teaching practices put students in the center of attention in learning and teaching. It is essentially about engaging students in the process of learning by carefully designing learning-teaching environments that stimulate students to become interested and intrigued by contents. Differentiated instruction (DI) shares those same int...
Globally, schools and teachers are facing a growing diversity in student populations, which is reflected in worldwide educational policies to implement more inclusive learning environments. According to the literature, (student) teachers need to be supported in their new role as facilitators of inclusion, as they play a major role in the success of...
Theoretical representations of DI-Quest model
Published about extensively in Dutch: Struyven, K., Coubergs, C., Gheyssens, E. & Engels, N. (2015). Ieders leer-kracht. Binnenklasdifferentiatie in de praktijk (uitgegeven bij Acco).
Ieders leer-kracht is een praktijkgerichte gids die concrete handvaten biedt om binnenklasdifferentiatie in te zetten in de klas. Het is een bron van inspiratie voor lerarenopleiders én toekomstige leraren, voor beginnende én meer ervaren leerkrachten, voor begeleiders, leidinggevenden en ondersteuners van pedagogisch-didactische leerprocessen op s...
The quality of teacher education (TEd) is vital for the preparation of future teachers. Autumn 2011, the large-scale EVALO-project was funded by the government to monitor the quality of teacher education programs in Flanders, Belgium.
One of the key factors in TEd quality are the teacher trainers who teach the program and coach the students. Aston...
Binnenklasdifferentiatie (BKD) is het proactief, positief en planmatig omgaan met verschillen tussen leerlingen in de klas met het oog op het grootst mogelijke leerrendement voor elke leerling. Dit artikel schetst het BKD-leer-krachtmodel, een kader dat wordt ingezet om binnenklasdifferentiatie praktisch vorm te geven in de klas en op school. Het l...
Research indicates that successful programs are characterized by an integration of theory and practice (Brouwer & Korthagen, 2005). In addition, qualified teachers also achieve better learning outcomes for their students (Darling-Hammond, 2006; Ridley, Hurwitz & Davis Hackett, 2005). Hattie (2009) concludes that the quality of teachers is an import...
De geplande hervorming van het secundair onderwijs in Vlaanderen laat niemand onberoerd. Politieke partijen raken het niet eens, kranten en tijdschriften publiceren opiniestukken, leraren starten een petitie op en in de academische wereld nemen specialisten een positie in. Dit hervormingsverhaal laat ons eveneens niet onberoerd. Deze studie onderzo...
Massa-studie verwijst naar het fenomeen waarbij studenten in het hoger onderwijs het initiatief nemen om te studeren in het gezelschap van medestudenten in stille leerruimtes, zoals bibliotheken en studiecentra. Dit onderzoek verkent het fenomeen, met als centrale vragen: (1) wie neemt eraan deel, (2) wat zijn de voornaamste beweegredenen en (3) ho...
'2study@campus' is the phenomenon in which students in higher education take the initiative to study together with others at campus in spaces such as libraries and study centres. This paper analyzes data from an online survey whose participants are 2993 students from 5 Flemish universities and a higher education college. Descriptive analysis shows...
Binnenklasdifferentiatie (BKD) is het proactief, positief en planmatig omgaan met verschillen tussen leerlingen in de klas met het oog op het grootst mogelijke leerrendement voor elke leerling. Dit artikel schetst het BKD-leer-krachtmodel, een kader dat wordt ingezet om binnenklasdifferentiatie praktisch vorm te geven in de klas en op school. Het l...
