Publications
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The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction Ghent University
Differentiated instruction in teacher education : a case study of congruent teaching Ghent University
Differentiated instruction in primary schools : implementation and challenges in Indonesia Ghent University
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 ...
A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach? University of Antwerp Hasselt University Vrije Universiteit Brussel
This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made ...
The effect of ability matching and differentiated instruction in financial literacy education University of Antwerp KU Leuven
The present paper examines the impact of ability matching and differentiated instruction on the learning outcomes of eighth and ninth grade students in a financial education programme. In particular, the effect of within-class ability matching is investigated by forming pairs of students either randomly or based on their abilities. In addition, the paper studies whether differentiated instruction, in the form of additional instructions for lower ...