Differentiated Instruction in Teaching from the International Perspective: Methodological and empirical insights
This book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement.
We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.
Cover design: Bas Ekkers
Typesetting: LINE UP boek en media bv | Mirjam Kroondijk, Riëtte van Zwol
Editing: Ezra van Wilgenburg, Minke Sikkema
Publisher: University of Groningen Press
Broerstraat 4 9712 CP Groningen
Production support: LINE UP boek en media bv
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.