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Differentiated instruction in teacher education : a case study of congruent teaching Universiteit Gent
Differentiated instruction in primary schools : implementation and challenges in Indonesia Universiteit Gent
Differentiated instruction implementation in primary schools : linking psychological factors in students and teachers to achievement Universiteit Gent
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 Universiteit Gent
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? Universiteit Antwerpen Universiteit Hasselt 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 design of blended learning in response to student diversity in higher education : instructors’ views and use of differentiated instruction in blended learning Universiteit Gent
The effect of ability matching and differentiated instruction in financial literacy education Universiteit Antwerpen 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 ...