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Responding to students' learning needs: how secondary education teachers learn to implement differentiated instruction.

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Title: Responding to students' learning needs: how secondary education teachers learn to implement differentiated instruction.
Authors: Smets, Wouter1 wouter.smets@kdg.be, De Neve, Debbie1, Struyven, Katrien2
Source: Educational Action Research. Apr2022, Vol. 30 Issue 2, p243-260. 18p. 2 Charts.
Subject Terms: *Individualized instruction, *Secondary education, *Secondary school teachers, *Learning, *Action research in education, *Teacher development, *Instructional systems design, *Teaching
Abstract: As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students' needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers' professional development. Three teams of secondary education teachers were trained and coached to implement differentiated instruction in their classrooms. They planned their instructional design collaboratively to align with the contextuality of their school and while implementing the planned instructional design, they responded to students with diverse readiness levels or learning profiles. Teachers' implementation of differentiated instruction was observed and interpreted using an action research methodology. Results show that teachers struggled in assessing students' differences. Moreover, teachers' responsivity appeared to be determined not only by cognitive traits but also by other types of individual differences. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Responding to students' learning needs: how secondary education teachers learn to implement differentiated instruction.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Apr2022, Vol. 30 Issue 2, p243-260. 18p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink>
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  Data: As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students' needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers' professional development. Three teams of secondary education teachers were trained and coached to implement differentiated instruction in their classrooms. They planned their instructional design collaboratively to align with the contextuality of their school and while implementing the planned instructional design, they responded to students with diverse readiness levels or learning profiles. Teachers' implementation of differentiated instruction was observed and interpreted using an action research methodology. Results show that teachers struggled in assessing students' differences. Moreover, teachers' responsivity appeared to be determined not only by cognitive traits but also by other types of individual differences. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/09650792.2020.1848604
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 243
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      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Secondary school teachers
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Action research in education
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      – SubjectFull: Teacher development
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      – SubjectFull: Instructional systems design
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      – SubjectFull: Teaching
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      – TitleFull: Responding to students' learning needs: how secondary education teachers learn to implement differentiated instruction.
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            NameFull: Smets, Wouter
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            – D: 01
              M: 04
              Text: Apr2022
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              Y: 2022
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