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Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions Ghent University Hasselt University Vrije Universiteit Brussel
Responding to students' learning needs: how secondary education teachers learn to implement differentiated instruction Vrije Universiteit Brussel
As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students’ needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers’ professional development. Three teams of secondary education teachers were trained and coached to ...
Aligning with complexity: system-theoretical principles for research on differentiated instruction Hasselt University
Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three ...
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 ...
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, ...