The Role of Environmental Factors in Beginning Teachers' Professional Learning Related to Differentiated Instruction

Autor/inn/en	De Neve, Debbie; Devos, Geert
Titel	The Role of Environmental Factors in Beginning Teachers' Professional Learning Related to Differentiated Instruction
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.557-579 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2015.1122637
Schlagwörter	Environmental Influences; Beginning Teachers; Faculty Development; Individualized Instruction; Elementary Schools; Elementary School Teachers; Student Diversity; Learning Activities; Teacher Education; Leadership Styles; Communities of Practice; School Policy; Foreign Countries; Public Schools; Private Schools; Urban Schools; Traditional Schools; Nontraditional Education; Questionnaires; Likert Scales; Experienced Teachers; Hierarchical Linear Modeling; Teacher Surveys; Factor Analysis; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Environmental influence; Umwelteinfluss; Junior teacher; Junglehrer; Individualisierender Unterricht; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lernaktivität; Lehrerausbildung; Lehrerbildung; Führungsstil; Community; Schulpolitik; Ausland; Public school; Öffentliche Schule; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Traditioneller Unterricht; Non-traditional education; Alternative Erziehung; Fragebogen; Likert-Skala; Faktorenanalyse; Statistische Analyse; Belgien
Abstract	Little research has investigated factors that facilitate beginning teachers' participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers' use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers' participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01