Citations (78)
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Gamze Görel, Katja Franzen & Frank Hellmich. (2023) Primary school teachers’ perspectives on the quality of inclusive education. Teachers and Teaching 0:0, pages 1-14.
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Anssi Roiha. (2023) Broadening Pre-Service English Language Teachers’ Perceptions of Differentiation Relying on the 5D Model. The Teacher Educator 58:3, pages 289-306.
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Esra Meşe & Enisa Mede. (2023) Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: the Turkish context. Innovation in Language Learning and Teaching 17:2, pages 340-353.
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Huan Li & Xiangyu Li. (2023) Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: a dual system perspective. International Journal of Inclusive Education 27:1, pages 72-88.
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Tadesse Melesse & Sinatayehu Belay. (2022) Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?. Cogent Education 9:1.
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Abrham Zelalem, Solomon Melesse & Amera Seifu. (2022) Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher education colleges in amhara regional state in focus. Cogent Education 9:1.
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Stefan Ninković, Olivera Knežević-Florić & Dejan Đorđić. (2022) Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy. Educational Studies 0:0, pages 1-20.
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Myoungwhon Jung, Greg Conderman & Christine Jackson. (2022) Supporting Young Children’s Understanding of Science. Kappa Delta Pi Record 58:2, pages 76-81.
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Lieke Jager, Eddie Denessen, Antonius Cillessen & Paulien C. Meijer. (2022) Capturing instructional differentiation in educational research: investigating opportunities and challenges. Educational Research 64:2, pages 224-241.
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Claire Wilson, Lisa Marks Woolfson & Kevin Durkin. (2022) The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland. International Journal of Inclusive Education 26:4, pages 378-396.
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Wouter Smets, Debbie De Neve & Katrien Struyven. (2022) Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction. Educational Action Research 30:2, pages 243-260.
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Carrie Ballantyne, Claire Wilson, Martin K. Toye & Karri Gillespie-Smith. (2022) Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach. International Journal of Inclusive Education 0:0, pages 1-20.
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Nicky Dulfer, Jeana Kriewaldt & Amy McKernan. (2021) Using collaborative action research to enhance differentiated instruction. International Journal of Inclusive Education 0:0, pages 1-15.
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Tessa H. S. Eysink & Kim Schildkamp. (2021) A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom. Educational Research 63:3, pages 261-278.
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Yi Sun & Longhai Xiao. (2021) Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): a bibliometric analysis. Educational Studies 0:0, pages 1-17.
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Lena Nusser & Karin Gehrer. (2020) Addressing heterogeneity in secondary education: who benefits from differentiated instruction in German classes?. International Journal of Inclusive Education 0:0, pages 1-18.
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Verena Letzel, Marcela Pozas & Christoph Schneider. (2020) ‘It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction. International Journal of Inclusive Education 0:0, pages 1-15.
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Claire Wilson, Lisa Marks Woolfson & Kevin Durkin. (2020) School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education 24:2, pages 218-234.
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Marieke van Geel, Trynke Keuning, Jimmy Frèrejean, Diana Dolmans, Jeroen van Merriënboer & Adrie J. Visscher. (2019) Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement 30:1, pages 51-67.
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Michelle Attard Tonna & Gaetano Bugeja. (2018) Evaluating a Train the Trainer programme and the way this empowers educators to bring about systemic change
. European Journal of Teacher Education 41:4, pages 496-516.
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Janke M. Faber, Cees A. W. Glas & Adrie J. Visscher. (2018) Differentiated instruction in a data-based decision-making context. School Effectiveness and School Improvement 29:1, pages 43-63.
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Elma M. Dijkstra, Amber Walraven, Ton Mooij & Paul A. Kirschner. (2017) Factors affecting intervention fidelity of differentiated instruction in kindergarten. Research Papers in Education 32:2, pages 151-169.
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Elma M. Dijkstra, Amber Walraven, Ton Mooij & Paul A. Kirschner. (2016) Improving kindergarten teachers’ differentiation practices to better anticipate student differences. Educational Studies 42:4, pages 357-377.
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Articles from other publishers (55)
Tiantian Wang & Guoxiu Tian. (2023) Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence. Behavioral Sciences 13:12, pages 990.
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Rebecca Rosenberg, Kate De Bruin & Michelle Ludecke. (2023) Beginning teacher preparation and readiness for the profession as inclusive educators. Australian Journal of Education.
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Anssi Roiha & Pilvi Heinonen. (2023) ‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions. Journal of Research in Special Educational Needs.
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Stacy M. Hayden, E. Jean Gubbins, Rachael A. Cody & Gregory T. Boldt. (2023) Teachers’ Perceptions of Differentiation Following a Math Curriculum Implementation Study. Journal for the Education of the Gifted.
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Christophe Dierendonck. (2023) Measuring the classroom level of the Dynamic Model of Educational Effectiveness through teacher self-report: development and validation of a new instrument. Frontiers in Education 8.
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Veselin Mićanović, Dijana Vučković, Biljana Maslovarić, Nada Šakotić & Tatjana Novović. (2023) Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro. South African Journal of Education 43:3, pages 1-11.
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Norah Almusharraf & Daniel R. Bailey. (2023) Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety. SAGE Open 13:3.
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Eve Francotte, Stéphane Colognesi & Liesje Coertjens. (2023) Co-creating tools to monitor first graders’ progress in reading: a balancing act between perceived usefulness, flexibility, and workload. Frontiers in Education 8.
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Meijie Bi, Katrien Struyven & Chang Zhu. (2023) Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology 14.
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Verena Letzel, Marcela Pozas & Christoph Schneider. (2022)
Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (
DI
) in Germany
. British Journal of Educational Psychology 93:1, pages 1-16.
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Mohammed Estaiteyeh & Isha DeCoito. (2023) Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education. Canadian Journal of Science, Mathematics and Technology Education 23:1, pages 5-26.
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Joseph Reginard Milinga, Jaquiline Amani & Suitbert Emil Lyakurwa. (2022) Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania. Journal of Advanced Academics 34:1, pages 68-102.
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Marcela Pozas, Verena Letzel-Alt & Susanne Schwab. (2023) The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education 122, pages 103962.
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Elisa Kupers, Anke de Boer, Judith Loopers, Alianne Bakker & Alexander Minnaert. 2023. Effective Teaching Around the World. Effective Teaching Around the World
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İlhan İLTER & Gökhan IZGAR. (2022) Adaptation of the Good Teaching Scale into Turkish: Validity and Reliability Study. Journal of Teacher Education and Lifelong Learning 4:2, pages 133-149.
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Nadia Catherine Reymond, Ruth Gerlinde Nahrgang, Nadine Großmann, Matthias Wilde & Stefan Fries. (2022) Why students feel competent in the classroom: A qualitative content analysis of students’ views. Frontiers in Psychology 13.
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Marcela Pozas, Verena Letzel, Nora Bost & Julia Reichertz. (2022) Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of differentiated instruction. Frontiers in Education 7.
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Kathryn Gibbs. (2022) Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher.
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Munazza A. Mirza, Khawar Khurshid, Zawar Shah, Imdad Ullah, Adel Binbusayyis & Mehregan Mahdavi. (2022) ILS Validity Analysis for Secondary Grade through Factor Analysis and Internal Consistency Reliability. Sustainability 14:13, pages 7950.
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Karina Karst, Meike Bonefeld, Stefanie Dotzel, Benedict C.O.F. Fehringer & Merle Steinwascher. (2022) Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension. Learning and Instruction 79, pages 101597.
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Johan Kristian Andreasen, Cathrine E. Tømte, Ingvild Bergan & Velibor Bobo Kovac. (2022) Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers. Nordic Journal of Digital Literacy 17:1, pages 61-74.
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Duduzile Nkomo & Buyisani Dube. 2022. Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse. Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse
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Scott Toonder & L. Brook Sawyer. (2021) The impact of adaptive computer assisted instruction on reading comprehension: Identifying the main idea. Journal of Computer Assisted Learning 37:5, pages 1336-1347.
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Lisa Tometten, Anke Heyder & Ricarda Steinmayr. (2021) Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes. Contemporary Educational Psychology 67, pages 102022.
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Stefania Palieraki & Konstantina Koutrouba*. (2021) Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education. European Journal of Educational Research 10:3, pages 1487-1504.
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Jimmy Frerejean, Marieke van Geel, Trynke Keuning, Diana Dolmans, Jeroen J. G. van Merriënboer & Adrie J. Visscher. (2021) Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers. Instructional Science 49:3, pages 395-418.
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Patrick Kyeremeh, Emmanuel Kojo Amoah & Rufai Sabtiwu. (2021) Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict. Journal of Mathematics and Science Teacher 1:1, pages em001.
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Kathryn Gibbs & Loraine McKay. (2021) Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research 109, pages 101799.
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Ridwan Maulana, Annemieke Smale-Jacobse, Michelle Helms-Lorenz, Seyeoung Chun & Okhwa Lee. (2019) Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education 35:4, pages 881-909.
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Marcela Pozas, Verena Letzel & Christoph Schneider. (2019) Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs 20:3, pages 217-230.
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Konstantinos Zervoudakis, Konstantinos Mastrothanasis & Stelios Tsafarakis. (2019) Forming automatic groups of learners using particle swarm optimization for applications of differentiated instruction. Computer Applications in Engineering Education 28:2, pages 282-292.
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Tijmen M. Schipper, Rikkert M. van der Lans, Siebrich de Vries, Sui Lin Goei & Klaas van Veen. (2020) Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and Teacher Education 88, pages 102961.
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Annemieke E. Smale-Jacobse, Anna Meijer, Michelle Helms-Lorenz & Ridwan Maulana. (2019) Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology 10.
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Loes de Jong, Jacobiene Meirink & Wilfried Admiraal. (2019) School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education 86, pages 102925.
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Neşet MUTLU, Mustafa ÖZTÜRK & Semih AKTEKİN. (2019) FARKLILAŞTIRILMIŞ ÖĞRETİM ÖZ-YETERLİK ÖLÇEĞİ GELİŞTİRİLMESİDEVELOPMENT of SELF-EFFICACY SCALE of DIFFERENTIATED INSTRUCTION. Trakya Üniversitesi Sosyal Bilimler Dergisi 21:1, pages 185-202.
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Marcela Pozas & Christoph Schneider. (2019) Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a DI Taxonomy for the Heterogeneous Classroom. Open Education Studies 1:1, pages 73-90.
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Hannelore Knauder & Corinna Koschmieder. (2019) Individualized student support in primary school teaching: A review of influencing factors using the Theory of Planned Behavior (TPB). Teaching and Teacher Education 77, pages 66-76.
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