Article

The Effects of Grouping Practices and Curricular Adjustments on Achievement

Authors:
To read the full-text of this research, you can request a copy directly from the author.

Abstract

The purpose of this study was to examine the effects of curricular (textbook, revised, and differentiated) and grouping (whole, between, and within-class) practices on intermediate students' achievement in mathematics. A pretest-posttest, quasi-experimental design using a stratified random sample of 31 teachers and their students (N = 645) was used in this study. Achievement data were collected using a curriculum-based assessment. Repeated measures analysis of variance was employed to investigate the effects of grouping arrangements and curricular design on the treatment and comparison group posttest scores. Results indicated significant differences, F (5, 246) = 22.618, p less than 0.001, between comparison and revision treatment groups on the posttest after adjusting for grade level (4 or 5). Further results indicated significant differences, F (11, 673) = 41.548, p less than 0.001, among all treatment groups after adjusting for grade level. Comparison of Textbook, Revised, and Differentiated Unit is appended. (Contains 6 tables.)

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the author.

... Students' cognitive skills can as well be stipulated in DI since they are encouraged to develop their knowledge and explore beyond what the teacher provided. This finding is in agreement with the findings of Beecher and Sweeny (2008), Carol (2005), Castle, Deniz and Tortora (2005), Garba and Muhammad (2015), who asserted that new approach to mathematics teaching will provide opportunity for better achievement. Based on the findings of independent sampled ttest statistic from Table 4, gender was discovered to have a significant impact on senior secondary school students regarding their post-test scores. ...
... According to Castle et al. (2005), Garba and Muhammad (2015), DI allows students to actively participate in observations, identifying trends and drawing conclusions based on the collected information. On one hand, the study's finding agreed to the findings of Beecher and Sweeny (2008), Carol (2005), Castle et al. (2005), Garba and Muhammad (2015); whereas on the other hand it contradicts that of Preckel and Brull (2008) who found no difference among gender using DI. ...
Conference Paper
Full-text available
Education at secondary school level is the bedrock and the foundation towards higher knowledge in tertiary institutions. Most of the reasons related to students' failure in mathematics are curriculum and methods of teaching rather than the students' lack of capacity to learn. One of the most important approaches for mathematics teaching is Differentiated instruction (DI) because it makes teachers to proactively modify curricula, teaching methods, resources, and learning activities in order to maximize the learning opportunities within the classroom. A quasi-experimental design was used in which all senior secondary school students in Kebbi State constituted this study's population and whereby 100 students were purposively sampled. A self-developed pre-test and post-test were used as the research instrument which are validated by experts. The instruments were pilot tested and were found reliable using Cronbach's alpha (= 0.71). Mean, SD, and t-test were used to statistically analyze the results. The findings revealed that senior secondary school students' understanding in mathematics can be improved through differentiated instruction. Furthermore, gender was discovered to have a significant impact on students regarding their post-test scores.
... The teaching approach is heavily examined and favoured by many educators in Western culture, especially in primary and secondary education. Successful application of DI is found in primary schools [2,3,4] and secondary schools [5,6]. ...
... DI is a well-developed approach that helps to facilitate learning by accommodating students' preferences [12,14,15,16]. The approach is supported by constructivist theories, cognition, and multiple intelligence research [17,18,19] to enhance learning motivation [20,21]; and its effectiveness in the areas of mathematics to second language acquisition [2,3,22,23] has been supported by numerous educational research studies. ...
Chapter
This book chapter explains the challenges and issues of implementing differentiated instruction (DI) in higher education in Hong Kong. The challenges and problems are synthesised from an action research study and a review of previous research in this area. The challenges of engaging students and teachers through a student-centred learning approach are discussed, and the chapter provides practical insights for teacher training and professional development. The chapter urges for cooperative research to promote DI and a student-centred teaching approach in Hong Kong. A research recommendation is proposed to address culture-related challenges for successful DI adoption in higher education.
... Differentiated instruction can also enhance students' cognitive skills because they are encouraged to expand their knowledge and explore beyond what the teacher has offered. This outcome is consistent with the findings of Beecher and Sweeny (2008), Carol (2005), Castle, Deniz and Tortora (2005), Garba and Muhammad (2015), all of whom argued that a new approach to mathematics instruction will lead to improved results. ...
... Differentiated instruction, according to Castle et al. (2005), Garba and Muhammad (2015), allows students to actively participate in observations, discovering patterns, and making conclusions based on the data collected. On one hand, the findings of the study corresponded with those of Beecher and Sweeny (2008), Carol (2005), Castle et al. ...
Book
Full-text available
This is a journal JMSCM
... Students' cognitive skills can as well be stipulated in differentiated instruction since they are encouraged to develop their knowledge and explore beyond what the teacher provided. This finding is in agreement with the findings of Beecher and Sweeny (2008), Carol (2005), Castle et.al, (2005, Garba and Muhammad (2015), who asserted that new approach to mathematics teaching will provide opportunity for better achievement. ...
... According to Castle et al. (2005), Garba and Muhammad (2015), differentiated instruction allows students to actively participate in observations, identifying trends and drawing conclusions based on the collected information. On one hand, the study's finding agreed to the findings of Beecher and Sweeny (2008), Carol (2005), Castle et al. (2005), Garba and Muhammad (2015); whereas on the other hand it contradicts that of Preckel and Brull (2008) who found no difference among gender using differential instruction. ...
Article
Full-text available
There are several methods of teaching; lecturing, demonstration and discussion methods, while some teachers focus on principles while others on applications. This therefore affects the level of students' understanding and prior preparation of his or her learning style. The derivative functions are fundamental concept for the basis of calculus and are used in many areas including mathematical modelling, engineering, physics, economics, etc. Thus, this study intends to investigate the effects of differentiated instruction on performance in the concept of derivative functions among polytechnic students in Kebbi state. A quasi-experimental research design was used for this study, National Diploma two (ND II) polytechnic students in Kebbi state during the 2020/2021 academic session constitutes the population of the study. Simple random sampling technique was used to select a sample size of 100 ND II polytechnic students in Kebbi state. A Derivative Functions Performance Test (DFPT) was used for the study as the DFPT was validated by experts as various suggestions were noted to improve its validity. The instrument was pilot tested and gave a reliability index of 0.79 using Cronbach's alpha reliability test. Descriptive statistic was used to answer the research questions and t-test was used to test the null hypothesis at 0.05 level of significance. The findings revealed that polytechnic students' taught concepts of derivative functions using differentiated instruction have significant effect on their performance compared to those exposed to lecture method. It was furthermore recommended that teachers should explore the use of differentiated instruction frequently.
... A téma vizsgálatával több hazai és nemzetközi kutató foglalkozott már (Golnhofer és M. Nádasi, 1979;Báthory, 1985;Hortobágyi, 1985Hortobágyi, , 1995M. Nádasi, 1986;Tóth, 2000;Réthyné, 2003;Balogh, 2006;Kagan és Moss, 1962;Maslow, 1970;Kozéki, 1975Kozéki, , 1980Tomlinson és Kalbfleisch,1998;Tomlinson, 2000;Baumgartner, Lipowski és Rush, 2003;Lawrence-Brown, 2004;Tieso, 2005;Tomlinson és Strickland, 2005;Anderson, 2007;Rock és társai, 2008;McQuarrie, McRae és Stack-Cutler , 2008). Jelen kutatás újszerűségét a longitudinális jellege jelentette, azaz a kiválasztott két tanulói csoport esetében 5. osztálytól 8. osztályig követték a vizsgálatok, így nemcsak keresztmetszeti, hanem hosszmetszeti összehasonlításokra is mód nyílt. ...
... Az átlagos tanulói populációval összehasonlítva különösen jól profitáltak a differenciálásból az enyhe vagy súlyosabb fokú tanulási zavarral küzdők, főleg akkor, ha a fejlesztés kiscsoportos formában történt. Tieso (2005) 31 matematikatanárt és 645 tanulót vizsgált, és azt találta, hogy a differenciált oktatás a heterogén osztályokban főként a tehetségeseket mozgatta meg igazán. Ebben a tanulmányban a statisztika és valószínűségszámítás három hetes tanítási egységét megelőző felmérés azt mutatta, hogy a kiválóan teljesítő tanulók nagyobb előzetes tudással rendelkeztek a tanítási egység elkezdésekor, ugyanakkor a differenciált tantervvel tanulók -bármelyik csoportba is tették őket -magasabb teljesítményt nyújtottak az utótesztben, mint a frontális oktatással tanuló ugyancsak tehetséges diákok. ...
Article
Full-text available
Jelen tanulmány a nevelés-oktatás egyik kiemelkedő feladatára, a tanulók megfelelő motiválására fókuszál. A kutatás célja a 10–14 éves tanulók differenciált fejlesztés melletti motivációjának vizsgálata. Feltételezésünk szerint a motiváció magas szinten tartása a differenciált foglalkoztatással elősegíti a hatékonyabb és eredményesebb ismeretelsajátítást. Minta: 5-8 osztályos, összesen 354 (177 kísérleti és 177 kontrollcsoportos) tanuló vizsgálata. Módszer: A kutatás során alkalmazott módszerek segítségével, longitudinális vizsgálattal, négy tanéven keresztül követtük nyomon a kísérleti csoportban differenciálva fejlesztett tanulók motivációjának alakulását. Emellett mértük a motivációt kontrollcsoportnál is, akiknél nem került sor differenciált fejlesztő foglalkozásokra. A motiváció mérése a Kozéki–Entwistle-féle tanulási motivációs kérdőív segítségével történt. Eredmények: A kísérleti csoport tanulóinál mind a három (követő, érdeklődő, teljesítő) fontos motívumcsoportban jelentős pozitív változás történt a kontrollcsoporthoz képest. A motiváció magas szinten tartása a kísérleti csoportnál nagyobb mértékben elősegítette az eredményesebb tanulást. Következtetések: A differenciált fejlesztés a tanulási motivációra pozitívan hat.
... A téma vizsgálatával több hazai és nemzetközi kutató foglalkozott már (Golnhofer és M. Nádasi, 1979;Báthory, 1985;Hortobágyi, 1985Hortobágyi, , 1995M. Nádasi, 1986;Tóth, 2000;Réthyné, 2003;Kagan és Moss, 1962;Maslow, 1970;Kozéki, 1975Kozéki, , 1980Tomlinson és Kalbfleisch,1998;Tomlinson, 2000;Baumgartner, Lipowski és Rush, 2003;Lawrence-Brown, 2004;Tieso, 2005;Tomlinson és Strickland, 2005;Anderson, 2007;Rock és társai, 2008;McQuarrie, McRae és Stack-Cutler , 2008). Jelen kutatás újszerűségét a longitudinális jellege jelentette, azaz a kiválasztott két tanulói csoport esetében 5. osztálytól 8. osztályig követték a vizsgálatok, így nemcsak keresztmetszeti, hanem hosszmetszeti összehasonlításokra is mód nyílt. ...
... Az átlagos tanulói populációval összehasonlítva különösen jól profitáltak a differenciálásból az enyhe vagy súlyosabb fokú tanulási zavarral küzdők, főleg akkor, ha a fejlesztés kiscsoportos formában történt. Tieso (2005) 31 matematikatanárt és 645 tanulót vizsgált, és azt találta, hogy a differenciált oktatás a heterogén osztályokban főként a tehetségeseket mozgatta meg igazán. Ebben a tanulmányban a statisztika és valószínűségszámítás három hetes tanítási egységét megelőző felmérés azt mutatta, hogy a kiválóan teljesítő tanulók nagyobb előzetes tudással rendelkeztek a tanítási egység elkezdésekor, ugyanakkor a differenciált tantervvel tanulók -bármelyik csoportba is tették őket -magasabb teljesítményt nyújtottak az utótesztben, mint a frontális oktatással tanuló ugyancsak tehetséges diákok. ...
Article
Full-text available
Különleges Bánásmód, 2017. 3. (3.) - teljes szám
... The findings also revealed that the assessment and evaluation of their achievement in the exams were in the favor of the empirical group learners because it became clear that there is a statistically significant variation among the degrees of the empirical group students and the control group students. Which confirms that the DI strategy has a significant effect on learners' achievement [4,8,11,23,28,41,52] With regard to studies to determine the impact of a differentiated teaching strategy on science education for students and its effect on student achievement, these studies also showed the positive impact of differentiated instruction DI strategy on increasing student achievement in science topics [18,36,45,47,48] . On the other hand, other studies revealed that despite the widespread recognition that the differentiation instruction strategy represents an important educational approach for students' and is concerned with taking into account their individual differences, their tends, interests, and readiness to learn. ...
... Our findings illustrated in Table 10 showed that students' of the empirical group do not vary according to the variable of gender did not show differences between them with regard to this variable. Results are consistent with previous studies [4,11,23,28,47,52]. The findings of these studies have shown that the performance and achievement of learners who have been educated by utilizing the DI strategy have been increased in a positive way compared to the conventional approach. ...
Article
Full-text available
This study aimed to investigate the impact of using the differentiated instruction strategy on students 'achievement in an intermediate school course and their attitudes towards it. The study was conducted using a semi-experimental method. Participants were 483 students, split into two groups: empiric (n = 244) and control (n = 239). Achievement tests and questionnaires were used as tools for this study. Data analyzed through the SPSS program. The results indicated that there were statistically significant differences between the groups for the benefit of the empiric group that taught via DI. The results also revealed positive attitudes towards the strategy used. The study recommends that attention to applying the differentiated teaching strategy for teaching science curricula and other textbooks.
... Homogeneous grouping for reading instruction, where students are separated based on ability levels, has been a subject of extensive research with varying conclusions. Studies have explored its impact on students' reading growth, with some suggesting that when substantial time is dedicated to reading instruction, homogeneous grouping can be beneficial (Liddell, 2016;Reis et al., 2011;Tieso, 2005). However, the effectiveness of this approach appears to depend on factors such as the amount of instructional time and the initial reading skills of the students . ...
Article
Full-text available
This study investigated the teachers’ perceptions and effectiveness of various grouping practices in reading instruction within school classrooms. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews and document analysis with three participating school teachers. These multi methods not only enrich the data but also strengthen the trustworthiness and credibility of findings to explore complex phenomena of grouping providing depth, contextual understanding and systematic data collection. Thematic analysis, involving coding, categorizing and identifying themes, was used to analyze the data. The study revealed key insights regarding the implementation and perceived effectiveness of grouping including increased student engagement, targeted skill development and opportunities for collaboration. However, challenges were also identified, such as time constraints, the need for adapting instruction within groups and managing student behaviour during group work. Therefore, careful planning and implementation are crucial to address potential challenges. Further research can provide educators with a more comprehensive understanding of the potential and limitations of flexible grouping in fostering successful reading development.
... Differentiated strategies such as curriculum adaptation and intentional flexible grouping can considerably improve mathematics achievement [36]. Faber et al. ...
Article
Full-text available
This study explores teachers' use of differentiated instruction to improve mathematics performance among struggling learners and students with exceptionalities in Jamaica. Eight teachers from seven schools participated in this phenomenological research. Findings highlight the benefits of differentiated instruction despite challenges such as large class sizes, limited resources, and teacher workloads. Recommendations include specialized training and resource allocation to enhance instructional effectiveness.
... The study of differentiated instruction within the context of specific subjects also echoes the more general positive impact of differentiated instruction. The implementation of differentiated instruction has resulted in significant progress in reading (Firmender et al., 2013), higher reading fluency and reading comprehension (Reis et al., 2011), and had a positive impact on student literacy (Tobin & McInnes, 2008), and on math achievement (Chamberlin & Power, 2010;Tieso, 2005). Additionally, other research also reported an increase in students' desire to do well in math and experienced enhanced confidence (Grimes & Stevens, 2009). ...
Article
Full-text available
Differentiated instruction is an effective means of addressing student diversity, and is increasingly being adopted by educators within the higher education sector. However, the global pandemic and changes to content delivery have altered the educational landscape. Hybridised delivery has resulted in the need for more innovative and contemporary means of accommodating student diversity, to suit both in-situ and remote learning platforms. Additionally, increasing student diversity in higher education has prompted a rethinking of how to accommodate student variance. This qualitative study sought to gauge the views of four educators, who were faced with hybridisation of content delivery during the global pandemic. Led by an overarching objective of ascertaining educator perceptions, responses and attitudes toward differentiated instruction, the study utilised four in-depth case studies to reflect on the implementation of differentiated instruction in the higher education sector. Results from this qualitative analysis yielded the view that time constraints, the coverage of prescribed content and increasing student diversity continue to act as barriers to authentic differentiation. While all showcased educators embraced the underlying philosophy of differentiating instruction to suit student needs, many were hampered by administrative duties which compromised their time and effort with regard to differentiation.
... DI can also lead to improvements in students' problem-solving skills, decision-making abilities, and overall cognitive development [10,14]. Additionally, DI has been found to elevate learner confidence [12,21] and improve overall and subject-specific academic results such as reading fluency and comprehension [22] and mathematics achievement [23,24]. The majority of earlier studies has focused primarily on how DI practices affect students' academic achievement. ...
Article
Full-text available
Differentiated instruction (DI) has been introduced as a viable approach for accommodating the diverse learning needs of students in the same classroom. Despite the significant advantages attributed to this approach, it can still be a challenge for teachers to incorporate DI into practice. This study examined the lived experiences and perceptions of teachers regarding the influence of the COVID-19 pandemic on their differentiation practices. Purposive sampling was used, and 40 in-service primary and secondary school teachers in Hong Kong were recruited. Hybrid thematic analysis was implemented to examine data from the semi-structured interviews carried out in both face-to-face and online formats. Drawing on the five-dimensional model of differentiation as a conceptual framework, the findings were organized into five thematic areas: (1) teaching arrangements, (2) learning environment, (3) teaching methods, (4) support materials, and (5) assessment. The perceptions of teachers, both positive and negative, regarding the impact of the pandemic on DI were categorized into sub-themes. The results indicated that while the pandemic brought about considerable obstacles for educators in practicing DI, it also opened up opportunities for new approaches to meeting the diverse needs of students.
... Differentiated instruction is based on a strong theoretical foundation which includes constructivist theories, brain-based research and multiple intelligences (Felder & Soloman, 2004;Gardner, 1983;Vygotsky, 1978). To date, many of the studies are qualitative in nature, indicating positive affective outcomes in terms of motivation, task commitment, and attitudes about learning (Burkett, 2013;Maeng, 2011), and past studies undertaken to investigate the effectiveness of differentiated instruction focused on such subject areas as Mathematics (Tieso, 2005), Reading (Marulanda et al., 2006) and Science (Dooley, 2009), principally in L1 (first/native language) context and seldom applied to second language acquisition (SLA). ...
Article
Full-text available
The academic benefits of differentiated instruction are supported in western culture, although to date the majority of research conducted has concentrated in the Middle East and in Greece, and in primary and secondary instruction. Despite its relative novelty in Hong Kong, and the fact that it is under-researched regarding its effectiveness, a pilot study has been conducted at a tertiary institution in Hong Kong to explore implementing differentiated instruction in the ESL/EFL/ESP Classroom for learners from different educational backgrounds. To examine and determine its effectiveness, all Year 2 Nursing and Social Work students (N = 319) were included in the research study, and the students’ English skills were assessed by classifying them by a screening test into 3 ability groups, for each of whom three tiered tasks were assigned for completion at three different points of the semester. At the end of the semester, the findings were analysed with t-tests and a post-course student survey to determine the change in comprehension skills, learning motivation, classwork preferences, and study approaches. The relationship between each factor and English skill was assessed using correlation coefficients. The study has demonstrated that adopting the differentiated instruction approach in English and communication courses enhances students’ English ability in tertiary education in Hong Kong. In particular, substantial improvement is observed in both “lower ability” students and “mid-level ability” students, notably in grammar, syntax and inference-making skills, while the student survey responses reveal students’ learning preferences, as well as their cognitive and psychological elements to warrant further research.
... Όσον αφορά στους/στις μαθητές/μαθήτριες, η Δ.Δ. συμβάλλει στην ενεργή και με ενθουσιασμό συμμετοχή τους στην εκπαιδευτική πράξη (Tieso, 2001), σε υψηλότερες επιδόσεις, τόσο στα Μαθηματικά (Tieso, 2005), όσο και στη Γλώσσα (ανάγνωση, κατανόηση, αποκωδικοποίηση) (Baumgartner, Lipowski, & Rush όπως ανάφ. στο Rock et al., 2008), στη βελτίωση της επικοινωνίας και την προσωπική ανάπτυξη των μαθητών/μαθητριών, καθώς αναγνωρίζουν την ετερότητα (Adelman, Reyna, Collins, Onghai & Taylor, 1999). ...
Article
Full-text available
Η Διαφοροποιημένη Διδασκαλία, η οποία μπορεί να λειτουργήσει ως απάντηση στην ετερογένεια της σχολικής τάξης, αποτελεί μια περίπτωση συμπεριληπτικής προσέγγισης, η οποία στοχεύει στην προσαρμογή της διδασκαλίας στο μαθησιακό προφίλ και τις ιδιαίτερες ανάγκες των μαθητών και μαθητριών. Χαρακτηρίζεται ως μια πρόκληση για τους/τις εκπαιδευτικούς, ενώ καταγράφονται οφέλη από την εφαρμογή της τόσο για τους/τις μαθητές/μαθήτριες όσο και τους/τις εκπαιδευτικούς. Η εφαρμογή της Διαφοροποιημένης Διδασκαλίας δεν είναι μια εύκολη υπόθεση, καθώς είναι αναγκαίες κάποιες προϋποθέσεις, όπως η ύπαρξη υποστηρικτικών μέσων και καθοδήγησης, η δυνατότητα πρόσβασης των μαθητών/μαθητριών, σε μια ποικιλία εκπαιδευτικών πηγών και υλικών και η επιμόρφωση των εκπαιδευτικών.
... Less frequently, two participants allowed their students to exercise choice through the creation of classroom contracts, a restorative practice akin to classroom charter. Finally, students were also afforded opportunities to select groups (Edwards & Edick, 2013;Tieso, 2005) and roles within their groups to complete inquiry-based tasks. ...
Thesis
Full-text available
This multicase study examined the socialization experiences of four preservice high school English teachers from four different Midwestern teacher education programs to understand how their acculturative and professional socialization experiences influenced their social justice beliefs. This study also examined how participants’ most salient social justice beliefs took shape within their social justice stances, mission-oriented approaches to enact social justice pedagogies like culturally responsive teaching, antiracist pedagogy, and culturally sustaining pedagogy within their classrooms. This study was framed by occupational socialization theory and critical race theory. Data were collected from the Learning to Teach for Social Justice Belief Scale, interviews, and artifact-stimulated recalls composed of lesson plans, assignments, student work, and supplemental texts. Quantitative data were analyzed via descriptive statistics for survey response questions. Qualitative data were analyzed through open and axial coding to produce themes. Cross-case analysis findings revealed that participants’ meaningful experiences with diverse communities, races, ethnicities, and activism played significant roles in shaping the social justice stances they developed within their teacher education programs. Participants who experienced the most comprehensive social justice oriented curricula were best equipped to support racially, culturally, and linguistically diverse students. Participants displayed low self-efficacy for identifying their positionality as White allies and discussing racism with their BIPOC students. Analysis resulted in the construction of the Social Justice Stance Teacher Typology Framework, a tool composed of eight archetypal social justice stances underscoring specific beliefs, pedagogies, and actions to support racial, cultural, and linguistic student diversity. Participants’ stances included curriculum reformer, historian, counselor, caregiver, philosopher, activist, community organizer, and team builder. Implications for preservice teacher programs are to coordinate meaningful experiences with diversity and activism with their curriculum, to explicitly teach students how to differentiate a variety of social justice pedagogies throughout scope and sequence of programmatic curriculum, and to explicitly model and provide resources to improve preservice teachers’ ability to discuss racism and their positionalities as allies in classrooms.
... Islam juga memperlihatkan konsep mendidik dengan cara yang sesuai dengan keadaan dan perubahan zaman semasa (Siti Rashidah 2020). Matlamat kreativiti guru dalam membezakan kandungan pembelajaran adalah untuk menarik perhatian murid supaya bertindak balas mengikut aras kecerdasan mereka (Tieso 2005). Hal ini kerana apabila murid berada dalam keadaan selesa dengan apa yang dipelajari dapat meningkatkan peluang mereka untuk mencapai objektif pembelajaran secara efektif. ...
Article
Full-text available
Pendekatan pengajaran terbeza (differentiated instruction) merupakan pertimbangan terhadap perbezaan kecerdasan pelbagai murid dapat membantu murid untuk belajar dengan cara optimum mengikut aras atau situasi pembelajaran mereka. Kajian ini bertujuan untuk mengenal pasti hubungan elemen-elemen yang terdapat di dalam pendekatan pengajaran terbeza dan pengaruhnya terhadap kreativiti pengajaran guru bahasa Arab. Seramai 148 daripada 236 orang guru bahasa Arab di sekolah kebangsaan dalam negeri Melaka dipilih sebagai sampel secara pensampelan berkelompok atau kluster dengan membahagikan kesemua populasi mengikut daerah. Kajian ini menggunakan reka bentuk kajian tinjauan dengan menggunakan borang soal selidik sebagai instrumen kajian. Dapatan kajian menunjukkan bahawa terdapat hubungan positif yang signifikan antara pendekatan pengajaran terbeza dan kreativiti pengajaran guru bahasa Arab (r=0.78). Seterusnya, hasil analisis regresi berganda pula menunjukkan bahawa elemen pendekatan pengajaran terbeza iaitu rancangan pengajaran, kandungan pembelajaran serta produk pembelajaran merupakan peramal dan memberi pengaruh terhadap kreativiti pengajaran guru bahasa Arab (R2= 0.68). Oleh itu, kajian ini dapat memberi input yang baharu kepada pihak berkaitan untuk merancang program dan aktiviti yang berkesan khususnya dalam meningkatkan kreativiti pengajaran guru bahasa Arab melalui pendekatan pengajaran terbeza.
... Flexible grouping lets teachers monitor and evaluate students in various learning contexts, via provision of diverse learning materials and target tasks (Tomlinson, 2001;Whitburn, 2001). Research indicates that flexible grouping of students tends to work best when used with appropriately differentiated materials, profiles, methods, activities, and learning goals (Tieso, 2005;Aliakbari and Haghighi, 2014). Output = input refers to the principle that teachers should plan their teaching (input) according to students' classroom performance (output), which helps teachers to understand their students' learning progress and assist them accordingly (Hall, 2002). ...
Article
Full-text available
As the diversity of students increases, differentiated instruction (DI) serves an increasingly significant function in meeting their individual learning needs. Emerging research has highlighted the value of inclusive teaching approaches to address students’ differences, such as DI. Therefore, it is important to quantify teachers’ DI thoughts and behaviors in classroom teaching. This study follows the original Differentiated Instruction Questionnaire (DI-Quest) to investigate the factors that influence teachers’ practice of DI, taking into account their teaching experience, class sizes and school locations. The sample comprised 1,935 teachers from 150 national lower secondary schools in six provinces of central and western mainland China. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), scale reliability, and invariance testing were conducted to explore and verify the factor structure of a Chinese mainland version of the DI-Quest (CN-DI-Quest). The empirical findings indicate that CN-DI-Quest is a valid and reliable instrument for future study of teachers’ DI philosophies, principles, and practice. Moreover, the results of structural equation modeling revealed that teachers’ practice of DI (i.e., adaptive teaching) was explained largely by their ethical compass, flexible grouping, output = input, teaching experiences, and class size. Notably, teachers’ practice of DI (i.e., adaptive teaching) could not be predicted by growth mindset and school location. This study addresses gaps in the literature, since it provides empirical evidence regarding DI in Chinese mainland schools, offers material and suggestions for future research, and provides recommendations useful to the professional advancement of Chinese teachers, including training programs and professional support.
... The constructivist approach, according to Sani et al. (2014), allows students to actively participate in observations, analyzing trends, and forming conclusions based on the collected data. The findings of the study corroborated those of Beecher and Sweeny (2008), Carol (2005), Castle, Deniz, and Tortora (2005), Garba and Muhammad (2015). ...
Article
Full-text available
Students learn in a variety of ways, with some instructors lecturing, others demonstrating/discussing, and some focusing on principles while others on applications. As a result, the level of understanding and prior preparation of a student's learning style is affected. Because learners develop their own knowledge or at least interpret it based on their perceived experiences, one of the most essential ways for teaching calculus is the constructive approach. In this study, two research questions were raised, and two null hypotheses were formulated to guide the study. A pre-test post-test quasi-experimental design was adopted, with one hundred (100) students randomly sampled from the population of all ND 2 students taking the course of Calculus for Science (STP 213). The research instruments used were self-developed pre-test and post-test that was validated by experts. The instruments were pilot tested and confirmed to be reliable using Cronbach's alpha (α=0.82) coefficient. The data were statistically analyzed using mean, SD, and independent sample t-test. The findings revealed that using a constructivist approach, polytechnic students' understanding of the concepts of limits can be improved.
... Despite broad support for differentiation, it has not been implemented with fidelity in most schools, where one-size-fits-all instruction remains common (Brighton, Hertberg, Moon, Tomlinson, & Callahan, 2005;Callahan, Moon, & Oh, 2017;Tomlinson, 2016). When the model has been implemented with fidelity, however, positive effects on student achievement and higher-order thinking skills have been documented in diverse populations (Richards & Omdal, 2007;Tieso, 2002Tieso, , 2005Rasmussen, 2006;Tomlinson, Brimijoin, & Narvaez, 2008). ...
... Grouping is a topic that has caused much disagreement. On the one hand, it has been considered to cause negative effects on students with high abilities, and, on the other hand, the benefits of this type of intervention have been mentioned to underline the greater evidence of its positive effects [14][15][16][17][18][19]. ...
Article
Full-text available
Background: Creativity is one of the most relevant aspects in students' training. One of the purposes of the present work is to show the lack of differences between boys and girls in creativity; the other is the possibility of improving creativity among high-ability students who received specific training as part of their intra-curricular content in a total grouping program for gifted students. Method: The sample consisted of 42 students from first to third grade (13 females and 29 males) and 58 students from fourth to sixth grade (21 females and 37 males). Creativity was measured with the CREA test for younger students and with the PIC-N for older students. Training was carried out through an Integral Innovation and Creativity Program (PIIC). Results: The results showed no differences between genders, except in one of the graphic creativity scales (Details). There were improvements due to the training in all measures of narrative creativity and in the scale of elaboration of graphic creativity. Conclusions: The main conclusions are the importance of increasing creativity with specific programs and the need to improve interventions in graphic creativity.
... Chamberlin and Powers (2010) in their quasi-experimental study demonstrated that DI contributes to the higher mathematical achievement of college students. Tieso (2005) showed that differentiated curriculum and adequate grouping of students contribute to students' mathematical achievement. Goddard, Goddard, and Kim (2015) found that schoolwide support for DI is positively linked to students' achievement. ...
Article
Teachers around the world are expected to respect the diversity of students and differentiate instruction. Therefore, it is important to identify factors that are related to the use of differentiated instruction. The aim of this study was to examine the indirect effects of transformational school leadership on teachers’ use of differentiated instruction. Data were collected from 314 Serbian teachers who work in different school settings. Structural equation modelling with latent variables showed that teacher collaboration and self-efficacy had significant direct effects on the use of differentiated instruction. Transformational school leadership positively predicted differentiated instruction via teacher collaboration. Moreover, the obtained results revealed that both teacher collaboration and self-efficacy mediate the relationship between transformational school leadership and teachers’ use of differentiated instruction. Implications for educational policy and practice were discussed.
... Subsequently, association between differentiated instruction and students' academic achievement were examined in science (Abigail & Ebele, 2013;Ferrier, 2007;Graham, 2009;Pablico et al., 2017;Sondergeld & Schultz, 2008;White, 2015), reading comprehension and language (Aliakbari & Haghigh, 2014;Beecher & Sweeny, 2008;Boges, 2015;Cusumano & Muelier, 20007;Fisher et al., 2002;Servilio, 2009), and Mathematics (Amadio, 2014;Beecher & Sweeny, 2008;Butler & Lowe, 2010;Cannon, 2017;Ogunkunle & Henrietta, 2014;Magayona & Tan, 2016;Tieso, 2001Tieso, , 2002Tieso, , 2005. These studies found that students exposed to differentiated instruction performed significantly higher than those taught with a time-honored one-size-fits-all traditional method. ...
Article
Full-text available
The present study developed and evaluated the content validity of a survey questionnaire titled, "Instrument to Assess Teachers' Practice of Differentiated Instruction (IATPDI)." The items of IATPDI questionnaire were adapted from the pre-existing survey questionnaires and existing literature on differentiated instruction. To quantify the content validity of IATPDI questionnaire, a pre-developed survey questionnaire with 40 items was emailed to two established content experts to: (1) rate each item in terms of its clarity and relevancy to the measured domain; (2) evaluate which item should be deleted or revised; and (3) get recommendation about whether additional items are needed to adequately tap the domain of interest. The Delphi method was used to collect the data. Subsequently, two rounds of Delphi process culminated in a revised and refined IATPDI questionnaire with 40 simplified items divided into four sections. The content validity of IATPDI questionnaire was quantified by calculating the content validity index (I-CVI and S-CVI) and modified kappa statistics, which indicated the high content validity of the 40 items. Taken together, the results show that the IATPDI questionnaire is a content valid instrument.
... Thus, although the learning objectives apply to all students, individual students would be able to accomplish these objectives on different levels, breaking away from lockstep learning. Research by Förster et al. (2018) and Tieso (2005) supports the assumed positive effect of scripted teaching materials that are aligned with students' requirements and the learning objectives (Stecker, Fuchs, & Fuchs, 2005). Accordingly, the step from evidence to action is likely to be facilitated by supporting teachers with training and high-quality, tailor-made teaching materials. ...
Article
The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (nstudents = 656) participated. The propensity-matched control group consisted of another 27 classes (nstudents = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students.
... These authors linked teachers' use of differentiated instruction to student engagement. Tieso (2005), who measured differentiated instruction by examining teachers' grouping practices and curricular adjustments, demonstrated a link between differentiated instruction and students' mathematics achievement. Ernest, Thompson, Heckaman, Hull, and Yates (2011) worked closely with 35 teacher education candidates who were assigned to K-12 classrooms across various subjects in rural, urban, and suburban settings. ...
Article
Background/Context Teacher collaboration, instructional practices, and efficacy are linked in various ways in the literature. For example, in schools where teachers reported greater use of differentiated instruction, team collaboration and culture were reportedly higher (Smit & Humpert, 2012). Further, teachers’ instructional mastery experiences lead to higher efficacy (Tschannen-Moran & McMaster, 2009). Tomlinson (1995) suggests that getting teachers to continue using differentiated instruction requires those teachers to experience quick success (i.e., mastery experiences that lead to increased efficacy). Bruce, Esmonde, Ross, Dookie, and Beatty (2010) found that teachers with high efficacy were more likely to try challenging instructional approaches that required taking risks in their classrooms and to use assessments. Based on our literature review, we hypothesized that teachers’ reports of their collaborative practices would be related to their teaching efficacy when mediated by their reported differentiated instruction use. Purpose The purpose of this study was to examine connections between teachers’ perceptions of their collaboration, their reported use of differentiated instruction (a particular instructional practice), and teacher efficacy in high-poverty rural schools in a Midwestern state. Participants Survey, demographic, and assessment data were collected for 95 elementary schools, 1,623 elementary teachers, and 4,167 students in rural high-poverty areas located in the northern regions of a Midwestern state. Research Design Data from the first year of a large-scale, longitudinal randomized control trial designed to evaluate the effects of a leadership training program were used for this study. Data Collection and Analysis Survey data containing collaboration, differentiated instruction, and teacher efficacy scales were collected from teachers during regularly scheduled faculty meetings. Demographic and achievement data were collected from a state accountability data system. We employed multilevel structural equation modeling (MSEM) to analyze our data, allowing us to take into account the nested structure of the data (i.e., teachers’ responses nested within schools). Results After controlling for school- and student-level characteristics, we found positive, statistically significant connections between teacher collaboration and teachers’ reports that they differentiated instruction (β =.43, p<.001) and between differentiated instruction and teacher efficacy (β =.38, p<.001). Conclusions The results are potentially significant for researchers and practitioners interested in approaches to improving teacher practices and strengthening efficacy beliefs. Our outcomes demonstrate the importance of teachers’ collaborative work around school improvement, curriculum and instruction, and professional development. Further, our work extends what is known about sources of teacher efficacy. Theoretically, via mastery experiences gained through collaboration and reports of using differentiated instruction in their classrooms, teachers’ efficacy beliefs were strengthened. In sum, district and school leaders, as well as policy makers, should recognize the kinds of supports that teachers need to improve instruction.
... In many countries of the world, although DI reflects promising benefits for both teachers and students to cope with the diversity of students as well as to improve the student achievement (Koeze, 2007;Subban, 2006;Tobin & McInnes, 2008;Tomlinson, Brimijoin, & Narvaez, 2008;Tomlinson & Imbeau, 2010) and is also recommended as a promising approach to address diversity in learning (Rock, Ellis, Greg & Gable, 2008). Many research findings also support the use of differentiation as a way of meeting the needs of academically diverse learners in today's classrooms (Carolan & Guinn, 2007;Dee, 2010;Dunn & Dunn, 2008;Good, 2006;Heck, 2009;Mulder, 2014;Rakow, 2007;Roy et al., 2013;Santamaria, 2009;Tieso, 2005;Tomlinson et al., 2008). ...
Article
Full-text available
The main purpose of this study was to investigate primary school teachers' practice of Differentiated Instruction (DI). For this study, a sequential mixed methods design was utilized. and data were collected from randomly selected primary school teachers, school principals, students and woreda education officers using questionnaire, interview, FGD and observation. Data were analyzed quantitatively using mean, standard deviation, one sample t-test, independent samples t-test, and one-way ANOVA and qualitatively through descriptions and narrations. The main findings of the quantitative data revealed that the majority of primary school teachers have limitations in practicing DI. Many teachers teach diversified learners in the same classroom in a form of 'one-size-fits all' approach. However, significant differences were scrutinized based on qualification, in-service training, and teaching experience in executing the content, process, learning environment, and product differentiations. In other words, degree holder teachers, teachers who participated in in-service training on DI, and experienced teachers (teachers of 10-20 years of teaching experience) practiced DI better than their counterparts. Similarly, the qualitative findings revealed that teachers' practice of both content differentiation and product differentiation were lower than process and learning environment differentiations. Knowledge and training gaps of teachers, scarce school facilities, low commitment of teachers, weak school leadership support, and lack of favorable school environment were the major impeding factors. Therefore, it is timely to devise mechanisms to strengthen in-service capacity building training for teachers to effectively execute DI so as to address the diversified interests, readiness and learning profiles of students.
... Another programming option, flexible grouping, typically refers to cluster grouping by ability level or pull-out enrichment grouping. Cluster grouping by ability level allows students to be placed with their like-ability peers and reduces the range of variation in ability within a classroom, making not only better outcomes for gifted students (Brulles et al., 2010;Robinson et al., 2007;Tieso, 2005), but also for the general student population (Gentry & Owen, 1999;Pierce et al., 2011). This programming option is best implemented by teachers who have received strong professional learning on how to best differentiate for students based on their cluster's ability. ...
... Research shows that physically placing pupils together is not sufficient to ensure DI and increase student achievement (Deunk et al., 2018). Flexible grouping practices therefore need to be combined with adaptations of curricula, teaching methods and instructional materials (Lou et al., 1996;Tieso, 2005). Importantly, DI is not an isolated element. ...
Article
The interrelationship between UDL and DI has long been a topic of debate. This empirical study of pre-service teachers has been carried out to explore underlying beliefs and practices about these two inclusive frameworks and to tap into their potential interrelationship. The results show that UDL and DI practices are different but highly interrelated. Both practices share important predictors (i.e., ongoing assessment, self-efficacy, self-regulation and motivation). However, flexible grouping was found to be a predictor of UDL only. Overall, UDL and DI are perceived as two complementary approaches with sufficient internal consistency to be integrated. Free e-print: https://authors.elsevier.com/a/1dgby,GtqvuBik
... Similarly, better academic performances also were shown in the researches about DI implementation from Tulbure (2011), Baumgartner et al. (2003), and Miller (1990). What is more, differentiation resulted in higher achievement in a speci c subject, like reading (Firmender et al., 2013), Mathematics (Chamberlin & Powers, 2010;Tieso, 2005). However, teachers who adopt DI in class are faced with many tasks (Moore & Kirkland, 2007;Tomlinson, 2001). ...
Preprint
Full-text available
This study aims to probe into the concepts and use of differentiated instruction (DI) in Chinese primary and secondary schools by means of a systematic literature review from 1995 to 2019. Outcomes are presented in the form of thematic overview. Findings report that Chinese national conditions contributed to DI’ s definitions and theoretical basis from historical and realistic perspectives. Then, the selected articles show that Chinese teachers from primary and secondary schools are aware of the importance of student diversity, such as interests, learning style and abilities. Moreover, teachers can organize many teaching methods, like flexible grouping and collaborative learning, to build DI classrooms for satisfying various needs of learners. Results also point out DI’ s positive effect on students’ achievement, but Chinese large class size and teacher incapability are the main obstacles to the implementation of DI.
... Although the research results on flexible grouping differ (e.g. Tieso, 2005), in our teaching experience, we have found it to be an effective method to acknowledge the diversity of learners. Flexible grouping does not aim at permanent homogeneous groups. ...
Book
This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields. Darío Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education. Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universität Marburg, Germany. Her interests include literature and intercultural education. Mercedes Pérez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.
... Although the research results on flexible grouping differ (e.g. Tieso, 2005), in our teaching experience, we have found it to be an effective method to acknowledge the diversity of learners. Flexible grouping does not aim at permanent homogeneous groups. ...
Chapter
Full-text available
This chapter describes the result of changes made to year one undergraduate programmes to be all inclusive at one English medium instruction (EMI) institution within China. Recognising the similarities in the skills and techniques used to teach students the language and successful study skills, and students with dyslexia, this chapter draws on both a multi-sensory and a technology led approach. It highlights how compulsory (credit-bearing) English for academic purposes (EAP) modules, and associated teaching techniques, have been adapted to take into account issues related to students with dyslexia, enabling them to perform on an equal footing with other students. The positive impacts on progression rates for EAP modules, as well as migration of the teaching techniques into degree content classes are also highlighted, emphasising the wider impact on learning and teaching within the university and beyond.
... As a specialised area of teaching, gifted and talented education requires teachers who have undergone specialised training (Rowley, 2012;Henderson & Jarvis, 2016). Specifically, for the education of the gifted and talented to be effectively implemented, teachers require special training in practices such as identification (Hodge & Kemp, 2006;Siegle & Powell, 2004), assessment (Ysseldyke & Tardrew, 2007), differentiation (Dixon, Yssel, McConnel, & Hardin, 2014;Wiggins, 1998), grouping (Tieso, 2005), and acceleration (Geake & Gross, 2008). ...
... Existing studies on the practice of differentiated instruction have been conducted on numerous academic subjects and different groups of learners revealing varied outcomes especially on the students. Lawrence-Brown (2004) and Tieso (2005) had previously found differentiated instruction as beneficial for gifted students. While Kondor (2007) found a slight increase of student engagement and motivation, Powers (2008) revealed that the use of independent study for gifted learners in the regular classroom promote high motivation among the gifted learners. ...
Preprint
Full-text available
Differentiated instruction has been implemented in classrooms where students who come from various backgrounds require appropriate lessons that are tailored to their varied learning preferences. As the spread of coronavirus 19 (Covid-19) is becoming more rampant, online learning has been lifted up as the main platform of teaching and learning, forcing the need to shift from the conventional face-to-face classroom to online, or virtual, mode of knowledge transfer. Having such global phenomenon affecting education, how does it affect the implementation of differentiated instruction that has been practised regularly by teachers before the wake of Covid-19? Previous studies have shown how it is done in the normal classroom setting, and that the practice of differentiated instruction contributes to students' motivation as well as academic performance. However, there is a need to explore how do teachers go about with online differentiated instruction and how does it affect the students, since online learning poses various threads to both teachers and students; and thus, one might argue the effectiveness of not only the teaching approach but also the overall teaching and learning outcomes. Borg's framework of teacher cognition, which has been extensively used in exploring how teachers teach, can be utilized to document the practice of online differentiated instruction. This study aimed to explore the practice of online differentiated instruction by teachers and examined its impact on students' motivation and academic performance during the Covid-19 outbreak. The participants of this study consists of 247 gifted students from a public school in Ma-laysia. To meet these aims, this study employed a mixed method research design, utilizing the framework of teacher cognition to explore the teachers' practice of online differentiated through interviews; and, utilizing a survey design using a questionnaire to determine the impact of online differentiated instruction towards students' motivation and academic performance. The findings revealed that although online differentiated instruction is feasible, however, appropriate combination of differentiation constructs need to be applied in order to achieve higher motivation and better academic performance among the students.
... Existing studies on the practice of differentiated instruction have been conducted on numerous academic subjects and different groups of learners revealing varied outcomes especially on the students. Lawrence-Brown (2004) and Tieso (2005) had previously found differentiated instruction as beneficial for gifted students. While Kondor (2007) found a slight increase of student engagement and motivation, Powers (2008) revealed that the use of independent study for gifted learners in the regular classroom promote high motivation among the gifted learners. ...
Preprint
Full-text available
Differentiated instruction has been implemented in classrooms where students who come from various backgrounds require appropriate lessons that are tailored to their varied learning preferences. As the spread of coronavirus 19 (Covid-19) is becoming more rampant, online learning has been lifted up as the main platform of teaching and learning, forcing the need to shift from the conventional face-to-face classroom to online, or virtual, mode of knowledge transfer. Having such global phenomenon affecting education, how does it affect the implementation of differentiated instruction that has been practised regularly by teachers before the wake of Covid-19? Previous studies have shown how it is done in the normal classroom setting, and that the practice of differentiated instruction contributes to students’ motivation as well as academic performance. However, there is a need to explore how do teachers go about with online differentiated instruction and how does it affect the students, since online learning poses various threads to both teachers and students; and thus, one might argue the effectiveness of not only the teaching approach but also the overall teaching and learning outcomes. Borg’s framework of teacher cognition, which has been extensively used in exploring how teachers teach, can be utilized to document the practice of online differentiated instruction. This study aimed to explore the practice of online differentiated instruction by teachers and examined its impact on students’ motivation and academic performance during the Covid-19 outbreak. The participants of this study consists of 247 gifted students from a public school in Malaysia. To meet these aims, this study employed a mixed method research design, utilizing the framework of teacher cognition to explore the teachers’ practice of online differentiated through interviews; and, utilizing a survey design using a questionnaire to determine the impact of online differentiated instruction towards students’ motivation and academic performance. The findings revealed that although online differentiated instruction is feasible, however, appropriate combination of differentiation constructs need to be applied in order to achieve higher motivation and better academic performance among the students.
Chapter
The chapter discusses the differences between diversity and inclusion. Schools should focus on the needs of their students in order to promote diversity and inclusion. It suggests three inspirational school districts that can be used in the classroom. Cooperative group teaching versus universal design principles are debated, along with the definition of the characteristics of a diverse and inclusive educational background. Examples, also, from the local educational setting are given as these concepts are examined. The author addresses some related issues, such as how to accommodate students' various needs in a multicultural environment, what methods should be employed to increase student engagement and curriculum comprehension, and what possible advantages might be using assistive and adaptive technologies in the classroom have. The chapter concludes with a reflection on the use of inclusive and diverse settings, and it also includes additional relevant and helpful topics in the discussion at large.
Book
Full-text available
This book covers key areas of language, literature and education. The contributions by the authors include speaking skills, fluency, accuracy, EFL class, Language Teaching Strategies, blended learning, educational systems,, video conferencing systems, social reality, science education, scientific attitude, school internal factor, teacher effectiveness, student-centred approach, teacher-centred approach, english language learning, interference, pedagogical approach, educational psychology, arabic political discourse, political speeches, political discourse analysis, social reproduction, educational system, social distribution, social environment, language planning, curriculum design and materials, pedagogy, evolution of language, linguistic nationalism, NGO-ization and privatization of education, Neo-liberal turn, emotional intelligence, academic completion, teaching proficiency, teaching efficacy. This book contains various materials suitable for students, researchers and academicians in the field of language, literature and education.
Chapter
Full-text available
The demand for creativity in team sports, and specifically in a highly unpredictable activity such as soccer, has generated great interest from academics and practitioners. Creative players can bring the unforeseeable into the game that can allow teams to keep an edge over their opponents and is considered a key element of performance. Current theoretical approaches highlight that nur- turing creativity in soccer should be encouraged throughout youth developmental stages; thus, practitioners must create an enriching and supportive environment for creativity to thrive. The development of creativity comprises long-term work on the part of the young player, coupled with the corresponding planning, implementation, and patience from practitioners. As such, the first part of this chapter frames the concept and presents comprehensive frameworks (e.g., the Tactical Creativity Approach, Memmert, 2013; Creativity Developmental Framework, Santos et al., 2016) to aid creative play to flourish. The second part of this chapter provides a detailed description of small-sided games and movement variability features to encourage exploratory be- haviour and complement soccer training tasks. Moreover, in this section, an overview of current evidence-based interventions is centrally discussed. The third part of this chapter offers a review across creativity training programmes, such as Skills4Genius (Santos et al., 2017) and The Crea- tive Soccer Platform (Rasmussen & Østergaard, 2016), to provide further guidance and strategies for soccer practitioners to design for creativity developmental outcomes. Lastly, in order to ad- vance this field of practice, considerations for researchers and practitioners are outlined.
Article
The difficulty in reading and writing, spelling mistakes and poor speech are considered as the main elements that characterize students with dyslexia. If one thinks that most of the things in a class are based on writing and reading, then the importance of such a learning difficulty is that it is recognized as soon as possible and with appropriate strategies that people with dyslexia can be helped in their progress. The main aim of the current study was to stress the contribution of early diagnosis of dyslexia to the creation of effective learning environments based on individual learning difficulties, learning styles, and learning paths. To this end, were studied different difficulties in the domains of memory, phonology, grammar, and syntax differentiated the learning styles as well as the strategies of each case, resulting to the implementation of multisensory individualized teaching approaches. Conclusively, early diagnosis of dyslexia as well as multisensory intervention approaches were considered as the most effective factors in the improvement of the two cases learning achievement. Η δυσκολία στην ανάγνωση και τη γραφή, τα ορθογραφικά λάθη και η κακή ομιλία θεωρούνται ως τα κύρια στοιχεία που χαρακτηρίζουν τους μαθητές με δυσλεξία. Ο κύριος στόχος της παρούσας μελέτης ήταν να τονίσει τη συμβολή της έγκαιρης διάγνωσης της δυσλεξίας στη δημιουργία αποτελεσματικών μαθησιακών περιβαλλόντων που βασίζονται σε ατομικές μαθησιακές δυσκολίες, στυλ μάθησης και μαθησιακά μονοπάτια. Για το σκοπό αυτό, μελετήθηκαν διαφορετικές δυσκολίες στους τομείς της μνήμης, της φωνολογίας, της γραμματικής και της σύνταξης που διαφοροποίησαν τα στυλ μάθησης, καθώς και τις στρατηγικές κάθε περίπτωσης, με αποτέλεσμα την εφαρμογή πολυαισθητηριακών εξατομικευμένων διδακτικών προσεγγίσεων. Συμπερασματικά, η έγκαιρη διάγνωση της δυσλεξίας καθώς και οι πολυαισθητικές παρεμβάσεις θεωρήθηκαν ως οι πιο αποτελεσματικοί παράγοντες για τη βελτίωση της μάθησης των παιδιών με δυσλεξία.
Chapter
Most gifted students today receive their education in the general education environment through differentiation (NAGC, 2020). With the push for standards-based education, many experts worry that gifted learners unintentionally fail to advance in their learning. Gifted students need to be taught in an environment that pushes them to interact with content in complex ways and motivates them to show their learning through engaging activities and tasks. One-way teachers can meet the needs of gifted learners is through using differentiation. Teachers can differentiate how they group students and the time they allocate to certain portions of a lesson. Content can be differentiated by asking gifted students to examine topics through categories of depth and complexity. Overall, gifted students should have opportunities for further learning and challenging curriculum in areas of interest, time to work independently on passion projects, accelerated learning, homogenous collaboration, and instructional delivery that encourages critical and deep thinking.
Article
Full-text available
Students learn in a variety of ways, with some lecturing, others demonstrating/discussing, and some emphasizing principles while others emphasizing applications. As a result, the level of knowledge and prior preparation of a student's learning style is affected. Anti-derivative function is used in a variety of fields, including applied problems in several disciplines. Differentiated instruction is one of the most significant ways for anti-derivative teaching because it encourages teachers to make proactive changes to curricula, teaching methods, resources, and learning activities in order to optimize learning opportunities in the classroom. This study used a quasi-experimental design in which the population was made up of all ND II students taking Calculus for Science (STP 213), and 100 students were randomly sampled. The research instruments were self-developed pre-test and post-test which are validated by experts. The instruments were pilot tested and were found reliable using Cronbach's alpha (α = 0.79). Mean, SD, and t-test were used to statistically analyze the results. The finding shows that differentiated instruction can increase polytechnic students' understanding of integral calculus concepts. In addition, it was observed that gender has a substantial impact on polytechnic students' post-test performance.
Article
Full-text available
The traditional classroom setting in emerging nation primarily involves teachers focusing their lessons solely on the class as a whole total group. At occasions when group activities are conducted, groupings are done randomly without any prior preparation or plan of purposeful grouping or students' need. In both the cases, chances are high that some of the students are dissatisfied while some are at a disadvantage, because the material/content is taught with a one-size fits all notion, overlooking the fact that some learn fast, while some still remain confused and need more attention in order to grasp what is being taught. Many studies have focused on grouping, streaming or tracking students based on their ability alone. The objective of this study is to determine different types of instructional grouping as a cooperative differentiated strategy that affect learning in the classroom. This study will specifically see how different types of instructional grouping could keep all of the students of mixed ability meaningfully engaged, thereby affect learning in middle school classrooms and determine students' overall cooperative growth.
Article
Full-text available
Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students’ outcomes, (2) to what extent DI is used, (3) how useful teachers and high-achieving students perceive DI, and (4) which barriers and facilitators are encountered in DI’s implementation. Forty-nine studies from 2000 to 2019 were included. Differentiated instruction impacted high-achieving students’ academic achievement and motivational-affective characteristics predominantly positive. However, there was considerable heterogeneity between and within studies. Teachers typically did not use DI for high-achieving students proactively nor on a regular basis. However, teachers and high-achieving students perceived DI as valuable for encouraging high-achieving students. The barriers found might help to explain discrepancies between the extent of usage and the perceived utility, whereas the identified facilitators suggest how to overcome these barriers.
Article
The aim of this study is to analyze the publications in the literature on differentiated instruction. 667 publications published in various sources in the Web of Science database until November 2020 were analyzed using the bibliometric analysis method. Analyzes were made with Vos viewer software. Common keywords used by the authors, the bibliographic coupling of countries, institutions, sources, authors and publications and co-citation of authors, references and sources were analyzed and visualized via the software. As a result of the analysis, it was determined that the concept of differentiated instruction is frequently used together with the keywords as differentiation, curriculum, inclusive education, universal design for learning (UDL), learning styles, assessment, professional development. In the literature of differentiated instruction, Ghent University and Brussel University stand out from the other universities. In addition, “teaching and teacher education”, “teachers and teaching” and “educational leadership” journals that include publications related to the differentiated instruction are prominent journals. As a result of the most influential author analysis, Tomlinson came to the fore as the author of the most cited publications. At the same time, the USA and Canada stand out as the leading countries in publications in the field of differentiated instruction.
Article
Since the standards-based education movement began in the early 1990s, mathematics education reformers have developed and evaluated many interventions to support students in mastering more rigorous content. We conducted a systematic review and meta-analysis of U.S. PreK-12 mathematics intervention effects from 1991 to 2017 to study sources of heterogeneity. From more than 9,000 published and unpublished study reports, we found 191 randomized control trials that met our inclusion criteria, with 1,109 effect size estimates representing more than a quarter of a million students. The average effect size on student mathematics achievement was 0.31, with wide heterogeneity of most effects ranging from −0.60 to 1.23. Two modeling approaches—meta-regression and machine learning—provided converging evidence that outcome measure type (researcher-created vs. standardized) and technology delivery (vs. teacher or interventionist delivery) were predictors of effect size. Intervention type, intervention length, grade level, and publication year were also identified as potentially explanatory factors.
Thesis
Full-text available
Heterogenität ist Teil des (Schul-)Alltags, was sich in den Lerngruppen widerspiegelt, die Lehrkräfte in der Schule vorfinden. Unterschiedlichen Bedürfnissen auf Seiten der Schüler/-innenschaft soll – und das ist in zahlreichen der Öffentlichkeit zugänglichen Dokumenten, wie Schulgesetzen, Schulordnungen und Standards für die Lehrerbildung festgeschrieben – in Form von Differenzierung begegnet werden. Innerhalb dieser Dissertation wird untersucht, wie Binnendifferenzierung auf Mikroebene in der Schulpraxis implementiert wird. Dabei werden die Einsatzhäufigkeit binnendifferenzierender Maßnahmen und Kontextvariablen von Binnendifferenzierung untersucht. Anhand einer Stichprobe von N = 295 Lehrkräften verschiedener Schulformen, die die Fächer Deutsch und/oder Englisch unterrichten, wurde u.a. gezeigt, dass Binnendifferenzierung allgemein nicht (sehr) häufig eingesetzt wird, dass manche Maßnahmen häufiger Einsatz finden als andere, dass an Gymnasien Binnendifferenzierung nicht so häufig eingesetzt wird, wie an anderen Schulformen und dass die Einsatzhäufigkeit bedingende Kontextfaktoren bspw. kollegiale Zusammenarbeit bei der Unterrichtsplanung und -durchführung, die wahrgenommene Qualität der Lehramtsausbildung hinsichtlich des Umgangs mit Heterogenität und die Bereitschaft zur Implementation von Binnendifferenzierung sind und auch Einstellungen zu Binnendifferenzierung und (Lehrer/-innen)Selbstwirksamkeitserwartungen in Zusammenhang mit dem Maßnahmeneinsatz stehen. Die durchgeführte Post-hoc Analyse zeigte bzgl. Einsatzhäufigkeit weiterhin Zusammenhänge zwischen der Persönlichkeit der Lehrkräfte und der Schulform, an der diese unterrichten. Die Ergebnisse entstammen der Schulpraxis und liefern deshalb praktische Implikationen, wie bspw. Hinweise zur Steigerung der Qualität der Lehramtsausbildung, die neben zukünftigen Forschungsansätzen im Rahmen dieser Arbeit expliziert werden. _____________________________________________________________________ Heterogeneity is part of everyday life, and classrooms mirror this reality. Thus, students’ broad array of learning needs should, as stipulated in numerous publicly accessible documents, such as school laws, school regulations and standards for teacher training, be meaningfully addressed through means of differentiated instruction. The present doctoral thesis examines how differentiated instruction at the micro level is implemented in school practice. In particular, teachers’ differentiated practice in terms of frequency of use, as well as context variables are examined. Data analyses from a sample of N = 295 German (as a school subject) and/or English teachers from different school tracks, indicated that: a) differentiated instruction is scarcely used in daily practice, b) that German and English teachers hold a low invariance in their differentiated instructional practices, and c) that in comparison to low and comprehensive school track teachers, high track school teachers implement far less differentiated instruction in their in-class practice. Additionally, the analyses from the present doctoral thesis show that teachers’ implementation of differentiated instruction is dependent on context factors, such as teacher collaboration in planning and implementation of lessons, the perceived quality of teacher training with regard to dealing with heterogeneity as well as teachers’ willingness to implement differentiated instruction, their attitudes and expectations of self-efficacy. Lastly, post-hoc analysis showed, with regard to the frequency of use, links between teachers’ personality and the school track at which they teach. Given that the results stem from school practice, they provide practical implications, such as information on the importance and necessity of increasing the quality of teacher training. Further practical implications are explored and future lines of research are discussed.
Chapter
The diverse nature of school populations in current education requires teaching that not only considers the differences in their students, but how their own practices have an impact on a student's ability to learn content. Traditional Eurocentric models of education are not relevant to the lives of racially culturally ethnically linguistically diverse students, thus creating barriers to learning for students who do not fit neatly into categories of Black or White. For the academic environment to be accessible for all students, classroom instruction must become culturally aligned. This may be somewhat of a challenge given that classroom teachers are ill-prepared to meet the needs of RCELD students in math education. Teachers are faced with the critical challenge of creating learning environments that bridge the gap between culture and curriculum with appropriate strategies and resources, while all the while adhering to state and federal standards. This chapter explores using culturally responsive teaching to teach mathematics.
Chapter
This chapter focuses on differentiation in English language teaching. We present the 5-dimensional (5D) model of differentiation which has been created based on the Finnish educational context. The model is grounded in the postulate that differentiation is a proactive and student-centred approach that permeates all teaching and involves the entire school community. The 5D model progresses from general to specific. It advocates for differentiation to be implemented holistically in several dimensions of teaching which are teaching arrangements, learning environment, teaching methods, support materials and assessment. Furthermore, it proposes that all differentiation should be based on students’ individual characteristics, such as learning profile, self-esteem, interests, readiness, needs, motivation, personality and history.
Article
Full-text available
Von Seiten der Lehrkräfte wird – in Zeiten von Schulstrukturwandel, Migration und inklusiver Bildung – zunehmend die Forderung nach praxistauglichen Handlungsempfehlungen zum Umgang mit Heterogenität im Klassenzimmer artikuliert. Hierzu bieten sich verschiedene binnendifferenzierende Ausgestaltungsvarianten des Unterrichts an. Trotz des in Politik, Schulpädagogik und Schulpraxis bestehenden Konsenses darüber, dass Binnendifferenzierung sinnvoll und wünschenswert ist, ist deren Implementation in die tägliche Unterrichtspraxis über alle Schulformen der Sekundarstufe hinweg suboptimal (z.B. Schleicher, 2016). Des Weiteren weisen bereits existierende Konzepte und Systematisierungen binnendifferenzierender Maßnahmen Desiderata im Hinblick auf konkrete praktische Implikationen für die tägliche Unterrichtspraxis auf. In diesem Beitrag wird auf Basis der aktuell vorliegenden Literatur zum Themenkomplex eine Taxonomie der Binnendifferenzierung vorgestellt, die verschiedene Maßnahmen beschreibt und gruppiert. Die sechs Kategorien der Taxonomie umfassen: I. abgestufte Aufgaben und Materialien, II. gezielte Zusammensetzung von Schüler*innengruppen, III. Helfer- und Tutorensysteme innerhalb der Lerngruppe, IV. (gestufte) materielle Lernhilfen, V. zielerreichendes Lernen und VI. Öffnung des Unterrichts / Autonomiegewährung. Die vordringliche Intention dieser Taxonomie besteht darin, Lehrkräften eine kompakte Übersicht zu möglichen Handlungsweisen und unterrichtlichen Arrangements an die Hand zu geben. Auch wird die hier vorgestellte Taxonomie in Relation zu bereits bestehenden Systematisierungen gesetzt und Implikationen für die Forschung werden umrissen.
Article
Full-text available
This study determined the effect of differentiated instruction on students' achievement in geometry. Two research questions and two hypotheses tested at 0.05 alpha levels guided the study. The study employed pre-test post-test quasi-experimental research design. The population of the study consisted of 1603 Senior Secondary two (SSII) students in Onitsha North Local Government of Anambra State and a sample of 224 SSII students were randomly selected from two co-education secondary schools from the population. Geometry Achievement Test (GAT) which contained 30 items was face and content validated by three experts. Reliability of the instrument was estimated at 0.78 using split-half reliability method. Research questions were answered using mean and standard deviation, while the hypotheses were tested using z-test and t-test at 5% level of significance. The findings of the study showed that students that were taught geometry with differentiated instruction achieved better than those taught with conventional method. Both male and female students achieved high in geometry with the use of differentiated instruction. There is a statistically significant difference between the mean achievement scores of students taught geometry with differentiated instruction and those taught with conventional method. Again, there is no statistically significant difference between the mean achievement scores of male and female students taught geometry with differentiated instruction. It was recommended among others that Mathematics teachers and educators should adopt the use of differentiated instruction while teaching and learning mathematics. Also curriculum developers should incorporate the use of differentiated instruction in the mathematics curriculum.
Article
Full-text available
This article presents an historical perspective on the evolution of three curiculum and instructionial models that have been shown to be effective with gifted learners in various contexts and at various grade levels It argies for consideration of all three models in a comprehensive program for gifted learners.
Article
Full-text available
The history of curriculum development for the gifted has witnessed a seesaw effect rather than an appropriate balance between authentic knowledge (content) and instructional techniques (process). The Multiple Menu Model is a practical set of planning guides that can assist curriculum developers in combining content with instructional strategies. Menus are provided in the areas of Knowledge, Instructional Objectives and Student Activities, Instructional Strategies, Instructional Sequences, and Artistic Modification. Each of the five planning menus is designed to provide specific forms of guidance for the construction of curricular material that is consistent with generally agreed upon goals of gifted education. A lesson planning guide is designed to synthesize and insure representation of the content and process selected from the respective menus.
Article
Full-text available
Certain grouping arrangements in elementary and secondary schools appear to be instructionally effective for students, but the psychological drawbacks may offset any advantages. The relative benefits and disadvantages of within-class grouping and between-class grouping are discussed, along with the problems with ability grouping. (TE)
Article
This article reviews research on the effects of between- and within-class ability grouping on the achievement of elementary school students. The review technique—best-evidence synthesis—combines features of meta-analytic and narrative reviews. Overall, evidence does not support assignment of students to self-contained classes according to ability (median effect size [ES] = .00), but grouping plans involving cross-grade assignment for selected subjects can increase student achievement. Research particularly supports the Joplin Plan, cross-grade ability grouping for reading only (median ES = +.45). Within-class ability grouping in mathematics is also found to be instructionally effective (median ES = +.34). Analysis of effects of alternative grouping methods suggests that ability grouping is maximally effective when done for only one or two subjects, with students remaining in heterogeneous classes most of the day; when it greatly reduces student heterogeneity in a specific skill; when group assignments are...
Article
Gifted and talented students need instruction at a level and pace as well as conceptual complexity commensurate with their advanced levels of ability and achievement. Grouping heterogeneously and providing cooperative learning in heterogeneous groups leads to lowered achievement and motivation as well as poorer attitudes toward school. Academic achievement of American youth is lower than the achievement of youth in many Asian and European countries. If we wish to sustain or increase the academic achievement of American youth they should be grouped for instruction according to ability and achievement levels, but grouping practices should be flexible, and rigid tracking should be avoided.
Article
As a result of our experience in developing thinking skills components within gifted education programs, we have identified several key issues in the creation of an effective thinking skills program. We believe that although the development of improved questioning strategies and classroom environments to enhance thinking skills is a vital and often neglected aspect of cognitive instruction, the actual teaching of thinking skills is even more important.We define “direct instruction” as the development and use of lesson plans that describe, define and model the appropriate strategies for applying a particular thinking skill. Given the necessary training and planning time, teachers can learn to develop units of instruction to introduce, practice and transfer a given thinking skill. By observing as the teacher models the use of these strategies, and by engaging in guided practice, the student can be “coached” to attain skill mastery and will eventually be able to transfer this new thinking skill to appropriate content areas.This article explains five steps that can be followed in the development of a thinking skills component within a gifted education program. Specific information about how to select skills, write lesson plans and teach these thinking skills lessons is discussed.
Article
The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average achievement effect size was +0.17, favoring small-group learning. The second set included 20 effect sizes which directly compared the achievement effects of homogeneous versus heterogeneous ability grouping. Overall, the results favored homogeneous grouping; the average effect size was +0.12. The variability in both sets of study findings was heterogeneous, and the effects were explored further. To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.
Article
The importance of textbooks to the U.S. mathematics curriculum cannot be overstated. The recent rejection by the California State Board of Education of all fourteen text series submitted for adoption illustrates the public perception of the importance of textbooks. Begle (1973) pointed to data from the National Longitudinal Study of Mathematical Achievement to emphasize the important influence textbooks have on student learning, citing evidence that students learn what is in the text and do not learn topics not covered in the book. The National Advisory Committee on Mathematical Education (1975) acknowledged the importance of textbooks as guides for teachers. Fey (1980) emphasized the important influence of texts and pointed out that text content is usually not ba ed on research. Investigators at the Insti tute for Research on Teaching offer evidence that, at the very least, texts are important exercise sources (see Porter et al. 1986). The overall picture is that to a great extent the textbook defines the content of the mathematics that is taught in U.S. schools.
Article
Five questions about the academic, psychological and socialization effects on gifted and talented learners of grouping for enrichment, cooperative grouping for regular instruction, and grouping for acceleration are addressed. The conclusions drawn from 13 research syntheses on these practices, conducted in the past nine years are described. In general, these conclusions support sustained periods of instruction in like‐ability groups for students who are gifted and talented.
Article
Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for the gifted and talented, and accelerated classes. The reviews show that effects are a function of program type. Multilevel classes, which entail only minor adjustment of course content for ability groups, usually have little or no effect on student achievement. Programs that entail more substantial adjustment of curriculum to ability, such as cross-grade and within-class programs, produce clear positive effects. Programs of enrichment and acceleration, which usually involve the greatest amount of curricular adjustment, have the largest effects on student learning. These results doe not support recent claims that no one benefits from grouping or that students in the lower groups are harmed academically and emotionally by grouping. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/67315/2/10.1177_001698629203600204.pdf