Publications
Differentiated instruction implementation in primary schools : linking psychological factors in students and teachers to achievement Ghent University
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Student diversity has becomes the norm in todayU+2019s classrooms (Subban, 2006). This trend can also be observed in Indonesian schools (Hamdan & Mattarima, 2012). Learners mirror a large variety in differences; e.g. learner interests, abilities, learning speed, learning styles, developmental level, language level, ability level, attitudes, cultural background, etc. (Moore, 2005; Tomlinson, 2001). The traditional one-size-fits-all ...
Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: a study from teachers’ perspectives Vrije Universiteit Brussel
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. The original Differentiated Instruction Questionnaire (DI-Quest; Coubergs et al., 2017) was designed to quantify teachers’ thoughts and behaviors through measurement of their DI ...
Professional vision of inclusive classrooms: A validation of teachers' reasoning on differentiated instruction and teacher-student interactions Vrije Universiteit Brussel Hasselt University
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). Consequently, this study validates an instrument to measure teachers’ reasoning with regard to PTSI and ...
Differentiated instruction in practice: do teachers walk the talk? Hasselt University
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 ongoing assessment. However, several studies report implementation challenges for DI practices. Using ...
Differentiated instruction in practice: do teachers walk the talk? Vrije Universiteit Brussel
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 ongoing assessment. However, several studies report implementation challenges for DI practices. Using ...
Good Things Come to Those Who Wait: The Importance of Professional Development for the Implementation of Differentiated Instruction Hasselt University
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-experimental design consisting of a pre-test, post-test and control group was used to study the impact of ...
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction Hasselt University Ghent University
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, ...
Differentiated instruction in primary schools : implementation and challenges in Indonesia Ghent University
The paper identifies the level and nature of differentiated instruction (DI) implementation in Indonesian primary schools. Teachers reported their level of DI adoption and reacted to five vignettes reflecting key dimensions of DI. Research data revealed overall DI implementation is significantly below the mastery learning benchmark (80%). Nevertheless, teachers feel they are able to cope with student diversity and have basic ideas about DI ...