Capturing the Complexity of Differentiated Instruction

Autor/inn/en	van Geel, Marieke; Keuning, Trynke; Frèrejean, Jimmy; Dolmans, Diana; van Merriënboer, Jeroen; Visscher, Adrie J.
Titel	Capturing the Complexity of Differentiated Instruction
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 1, S.51-67 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Geel, Marieke) ORCID (Keuning, Trynke) ORCID (Frèrejean, Jimmy) ORCID (Visscher, Adrie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1539013
Schlagwörter	Difficulty Level; Individualized Instruction; Instructional Effectiveness; Expertise; Elementary School Teachers; Foreign Countries; Mathematics Instruction; Teacher Effectiveness; Individual Differences; Progress Monitoring; Knowledge Base for Teaching; Student Needs; Teacher Characteristics; Teaching Skills; Netherlands + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Individualisierender Unterricht; Unterrichtserfolg; Expert appraisal; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Individueller Unterschied; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Niederlande
Abstract	Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers' differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-difficulty instruments to student questionnaires. We question whether these instruments truly capture the complexity of differentiation. In order to depict this complexity, a cognitive task analysis (CTA) of the differentiation skill was performed. The resulting differentiation skill hierarchy is presented here, together with the knowledge required for differentiation, and the factors influencing its complexity. Based on the insights of this CTA, professional development trajectories can be designed and a comprehensive assessment instrument can be developed, enabling researchers and practitioners to train, assess, and monitor teaching quality with respect to providing differentiated instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01