TY - JOUR
T1 - Differentiated instruction in a data-based decision-making context
AU - Faber, Janke M.
AU - Glas, Cees A.W.
AU - Visscher, Adrie J.
N1 - Taylor & Francis deal
PY - 2018/1/2
Y1 - 2018/1/2
N2 - 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.
AB - 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.
KW - Ultrasound
KW - Differentiated instruction
KW - item response theory
KW - multilevel regression analysis
KW - classroom observations
UR - http://www.scopus.com/inward/record.url?scp=85027839602&partnerID=8YFLogxK
U2 - 10.1080/09243453.2017.1366342
DO - 10.1080/09243453.2017.1366342
M3 - Article
AN - SCOPUS:85027839602
VL - 29
SP - 43
EP - 63
JO - School effectiveness and school improvement
JF - School effectiveness and school improvement
SN - 0924-3453
IS - 1
ER -