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ERIC Number: EJ1170495
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0924-3453
Differentiated Instruction in a Data-Based Decision-Making Context
Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J.
School Effectiveness and School Improvement, v29 n1 p43-63 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A