Publicaties
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Exploring the link between professional learning communities and beginning teachers' professional development in differentiated instruction Universiteit Gent
Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model Universiteit Hasselt 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 Universiteit Gent
Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices. Vrije Universiteit Brussel Universiteit Hasselt
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 Universiteit Hasselt
Giftedness considered from the perspective of research on learning and instruction KU Leuven
This article argues that research and educational practices relating to gifted students can highly benefit by linking up more closely with the mainstream of research on learning and instruction. The CLIA-model for the design of powerful learning environments that consists of four interconnected components (Competence, Learning, Intervention, and Assessment) is thereby used as a framework. The kind of learning processes needed to acquire adaptive ...