Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level
| Autor: | Seyeoung Chun, Annemieke E. Smale-Jacobse, Ridwan Maulana, Okhwa Lee, Michelle Helms-Lorenz |
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| Přispěvatelé: | Teaching and Teacher Education |
| Rok vydání: | 2019 |
| Předmět: |
TEACHERS
media_common.quotation_subject Individualized instruction Factor structure Education 0504 sociology Excellence ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education Cross-cultural Equivalence (measure theory) METAANALYSIS media_common OF-THE-ART EXCELLENCE INSTRUMENT 05 social sciences Differentiated instruction 050401 social sciences methods 050301 education Educational psychology ENGAGEMENT FRAMEWORK MODEL MEASURING TEACHING QUALITY MEASURING TEACHING EDUCATIONAL-EFFECTIVENESS Psychology 0503 education Educational systems |
| Zdroj: | European Journal of Psychology of Education, 35(4), 881-909. SPRINGER |
| ISSN: | 1878-5174 0256-2928 |
| DOI: | 10.1007/s10212-019-00446-4 |
| Popis: | Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries. |
| Databáze: | OpenAIRE |
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