Differentiated Instruction in Small Schools
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| Title: | Differentiated Instruction in Small Schools |
|---|---|
| Language: | English |
| Authors: | Smit, Robbert, Humpert, Winfri |
| Source: | Teaching and Teacher Education: An International Journal of Research and Studies. Nov 2012 28(8):1152-1162. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 11 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Individualized Instruction, Small Schools, Rural Schools, Educational Improvement, Improvement Programs, Teamwork, Declining Enrollment, Student Surveys, Teacher Surveys, Educational Strategies |
| DOI: | 10.1016/j.tate.2012.07.003 |
| ISSN: | 0742-051X |
| Abstract: | Rural areas in the alpine regions suffer from dwindling student numbers. Differentiated instruction (DI) could help improve the teaching culture by allowing instructors to better adapt to heterogeneous student groups. At the beginning of a combined research and school improvement project, a survey of 162 teachers and 1180 students was conducted to obtain an overview of the types of DI that are currently practiced. In addition, we examined the school conditions that supported the implementation of DI. This cross-sectional study demonstrates a difference in practices between teachers with more- and less-developed DI cultures, and it was determined that team collaboration that includes pedagogical topics enhances teachers' use of DI. (Contains 3 tables and 4 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2012 |
| Accession Number: | EJ980037 |
| Database: | ERIC |
| Abstract: | Rural areas in the alpine regions suffer from dwindling student numbers. Differentiated instruction (DI) could help improve the teaching culture by allowing instructors to better adapt to heterogeneous student groups. At the beginning of a combined research and school improvement project, a survey of 162 teachers and 1180 students was conducted to obtain an overview of the types of DI that are currently practiced. In addition, we examined the school conditions that supported the implementation of DI. This cross-sectional study demonstrates a difference in practices between teachers with more- and less-developed DI cultures, and it was determined that team collaboration that includes pedagogical topics enhances teachers' use of DI. (Contains 3 tables and 4 figures.) |
|---|---|
| ISSN: | 0742-051X |
| DOI: | 10.1016/j.tate.2012.07.003 |
