ERIC Number: ED392834
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Class Heterogeneity & Adaptive Teaching in Dutch Secondary Education.
At the end of the 1992-93 school year, Dutch schools finished their preparations for a new core curriculum for the first stage of secondary education. One of the problems teachers faced in implementing this curriculum was the problem of class heterogeneity. How teachers dealt with heterogeneity was studied through an examination of the use of academic learning time by 25 teachers and their students from 3 secondary schools in English, Dutch, and mathematics courses. Fifteen teachers participated in both study years; 10 were replaced after the first year. The schools differed in the way that they formed classes--heterogeneous, homogenous, or "tiled" (composed of overlapping layers of abilities). Results showed that decisions concerning classroom composition were related to particular preferred learning environments, ranging from "whole-class" in homogeneous classes to individualized settings in heterogeneous classes. Time-on-task levels were found to be higher in homogeneous than in heterogeneous classes, and an interaction effect between ability level and classroom heterogeneity was found for time-on-task during seatwork. Well-known measures for adapting instruction to individual students' needs were not clearly visible. (Contains 5 tables, 2 figures, and 24 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Adaptive Instructional Methods; Heterogeneous Classrooms; Netherlands
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).