Differentiated Instruction in a Data-Based Decision-Making Context

Autor/inn/en	Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J.
Titel	Differentiated Instruction in a Data-Based Decision-Making Context
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 1, S.43-63 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faber, Janke M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1366342
Schlagwörter	Individualized Instruction; Data; Decision Making; Academic Achievement; Grade 2; Grade 5; Elementary School Teachers; Elementary School Students; Mathematics Achievement; Generalizability Theory; Item Response Theory; Hierarchical Linear Modeling; Ability Grouping; Pretests Posttests; Intervention; Classroom Observation Techniques; Check Lists; Statistical Analysis; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Daten; Decision-making; Entscheidungsfindung; Schulleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Item-Response-Theorie; Homogene Gruppierung; Niveaugruppierung; Streaming; Checkliste; Statistische Analyse; Ausland; Niederlande
Abstract	In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01