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ERIC Number: EJ968743
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0885-6257
"More Homework for Me, Too". Meanings of Differentiation Constructed by Elementary-Aged Students in Classroom Interaction
Vehkakoski, Tanja M.
European Journal of Special Needs Education, v27 n2 p157-170 2012
Although the necessary role of differentiation in special education is well established in the literature, little is known about its social and peer interaction implications from the student perspective. The present qualitative study aims at offering detailed observational analyses of the meanings that 7- to 9-year-old students give to differentiated instruction in its initial phases in authentic classroom activities. The results were yielded from an ethno-methodological conversation analysis of the video-recordings of authentic classroom situations in a part-time Finnish special education setting (N = 12 lessons). The results revealed that whilst differentiation as a pedagogical solution serves to meet children's individual learning needs, students used knowledge of the differentiated treatment as a means by which to construct an understanding of their abilities in relation to those of their classmates or to seek self-enhancement over their peers. (Contains 5 extracts.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Finland