Supporting primary school teachers in differentiating in the regular classroom

被引：26

作者：

Eysink, Tessa H. S. ^{[1
]}

Hulsbeek, Manon ^{[1
]}

Gijlers, Hannie ^{[1
]}

机构：

[1] Univ Twente, Dept Instruct Technol, Enschede, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 66卷

关键词：

Differentiation; Instructional support for teachers; Primary education; ACADEMICALLY DIVERSE CLASSROOMS; GIFTED STUDENTS; INSTRUCTION; BEHAVIOR;

D O I：

10.1016/j.tate.2017.04.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using the STIP-approach for their science lessons were compared to teachers using their regular programme. 16 teachers and 306 children were observed and received questionnaires at four different times. Results show that using the STIP-approach resulted in more differentiation in task, content, and process. Moreover, children of STIP-teachers who showed many types of differentiation activities learnt more than children of STIP-teachers who differentiated less. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：107 / 116

页数：10

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