Supporting primary school teachers in differentiating in the regular classroom

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Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using the STIP-approach for their science lessons were compared to teachers using their regular programme. 16 teachers and 306 children were observed and received questionnaires at four different times. Results show that using the STIP-approach resulted in more differentiation in task, content, and process. Moreover, children of STIPteachers who showed many types of differentiation activities learnt more than children of STIP-teachers
who differentiated less.
Original languageEnglish
Pages (from-to)107-116
JournalTeaching and teacher education
Publication statusPublished - Aug 2017


  • Differentiation
  • Instructional support for teachers
  • Primary education
  • 22/4 OA procedure


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