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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, ...
Variables that influence teachers' practice of differentiated instruction in Chinese classrooms: A study from teachers' perspectives Hasselt University 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, such as DI. Therefore, it is important to quantify teachers' DI thoughts and behaviors in classroom teaching. This study follows the original Differentiated Instruction ...
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 ...
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 ...
Differentiated instruction implementation in primary schools : linking psychological factors in students and teachers to achievement Ghent University
Student diversity has becomes the norm in today’s 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 instructional ...
Differentiated instruction as an approach to establish effective teaching in inclusive classrooms Ghent University
Differentiated Instruction has been promoted as a model to create more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities. Whilst differentiated instruction was originally interpreted as a set of teaching practices, theories now consider differentiated instruction rather a pedagogical model with philosophical and practical components than the simple act of differentiating. However, do teachers also ...
Differentiated Instruction in Teaching and Teacher Education: the DI-Quest model. Hasselt University
Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model Hasselt University Vrije Universiteit Brussel
Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers' perceptions of differentiated instruction and their related ...
Differentiated instruction: the diversity of teachers' philosophy and praxis to adapt teaching to students' interests, readiness and learning profiles Vrije Universiteit Brussel
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument ...