دورية أكاديمية
Differentiated Instruction in a Data-Based Decision-Making Context
| العنوان: | Differentiated Instruction in a Data-Based Decision-Making Context |
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| اللغة: | English |
| المؤلفون: | Faber, Janke M. (ORCID |
| المصدر: | School Effectiveness and School Improvement. 2018 29(1):43-63. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 2 |
| Descriptors: | Individualized Instruction, Data, Decision Making, Academic Achievement, Grade 2, Grade 5, Elementary School Teachers, Elementary School Students, Mathematics Achievement, Generalizability Theory, Item Response Theory, Hierarchical Linear Modeling, Ability Grouping, Pretests Posttests, Intervention, Classroom Observation Techniques, Check Lists, Statistical Analysis, Foreign Countries |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1080/09243453.2017.1366342 |
| تدمد: | 0924-3453 |
| مستخلص: | In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction. |
| Abstractor: | As Provided |
| Number of References: | 61 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1170495 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0924-3453 |
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| DOI: | 10.1080/09243453.2017.1366342 |