Publications
Chosen filters:
Chosen filters:
Teacher education and the school context matter for beginning teachersU+2019 professional learning in differentiated instruction Ghent University
Which environmental factors matter for the participation of beginning teachers in professional learning activities related to differentiated instruction? Ghent University
Exploring the link between professional learning communities and beginning teachers' professional development in differentiated instruction Ghent 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 ...
'The medium is the message': the differentiated use of media in Nazi German identity construction Ghent University
Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices. Vrije Universiteit Brussel Hasselt University
Differentiated instruction is advocated as a means to create inclusive classrooms. The hypothesis guiding this study is that teachers’ ability to notice inclusive teaching practices and to reason about it are connected to their differentiated practices. Two instruments are adopted to measure this: the e-PIC videography tool, that maps teachers’ professional vision, and the DI-Quest, that measures self-reported differentiated practices. ...
Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction Vrije Universiteit Brussel Hasselt University
'It takes two' : the added value of structured peer-assisted writing in explicit writing instruction Ghent University
High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing ...