Differentiated Instruction in Teaching from the International Perspective: Methodological and empirical insights
Synopsis
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 publication is peer reviewed
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Author Biographies
Ridwan Maulana is Professor (associate, tenure-track) and Chair of Research Ethics Commitee at the Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen.
https://orcid.org/0000-0002-0652-7888
Michelle Helms-Lorenz is Interim Director, associate professor and ius promovendi at the Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen. https://orcid.org/0000-0001-9314-6962
Peter Moorer is a former staff member of the Department of Teacher Education, University of Groningen. https://orcid.org/0000-0001-6135-0061
Annemieke Smale-Jacobse is a former staff member at the Department of Teacher Education, University of Groningen. She is currently a staff member of Hanze University of Applied Sciences. https://orcid.org/0000-0003-3509-9189
Xiangyuan Feng is a PhD student at the Department of Teacher Education, University of Groningen. https://orcid.org/0000-0003-0352-3256
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
