Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): a bibliometric analysis

ABSTRACT

Differentiated Instruction (DI) is a hot topic in educational research. Keeping abreast of its latest developments and frontiers can provide new perspectives for future study. Using CiteSpace software, 1086 publications included in the Web of Science core collection from 2000 to 2020 were analysed to create knowledge maps of DI research. The findings show that, firstly, the number of DI-related publications is fluctuating upwards. Secondly, The United States is a world leader in DI research. Thirdly, the core group of authors has not yet formed. Fourthly, the main research hotspots are Universal Design for Learning, Behaviour, Assessment, Text Features, Science Education and Concept Inventory. Fifthly, the development of DI research can be divided into three phases: 2000–2007, 2008–2014, and 2015–2020. On this basis, the future direction of DI research is discussed and suggestions are given accordingly.

KEYWORDS:

• Differentiated instruction (di)
• differentiation
• bibliometric analysis
• mapping knowledge domain (mkd)
• citespace

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Yi Sun

Yi Sun is a postgraduate student at the Department of Curriculum and Learning Science, Zhejiang University, majoring in Curriculum and Instruction. Her research interests include differentiated instruction, teaching theory and basic education reform. email: [email protected].

Longhai Xiao, PhD in Education, is a professor at the Department of Curriculum and Learning Science, Zhejiang University. His research interests include curriculum and instruction, basic education reform, and performance assessment. email: [email protected].