Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 357-377 |
| Journal | Educational Studies |
| Volume | 42 |
| DOIs | |
| Publication status | Published - 2016 |
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Keywords
- Screening
- instructional differentiation
- curriculum differentiation
- kindergarten teachers
- school policy
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Improving kindergarten teachers’ differentiation practices to better anticipate student differences. / Dijkstra, Elma; Walraven, Amber; Mooij, Ton; Kirschner, Paul A.
In: Educational Studies, Vol. 42, 2016, p. 357-377.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Improving kindergarten teachers’ differentiation practices to better anticipate student differences
AU - Dijkstra, Elma
AU - Walraven, Amber
AU - Mooij, Ton
AU - Kirschner, Paul A.
PY - 2016
Y1 - 2016
N2 - This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricularactivities, in particular for high-ability students and consists of threecomponents. A pretest–posttest cluster randomised design was usedwith three conditions: control (n = 34), pilot intervention (n = 32) andimproved intervention (n = 34). Quantitative results demonstratethat the intervention fidelity was relatively high in the improvedintervention. Correlations confirmed that teacher-reported DP werehigher in schools where the intervention was more completelyimplemented. DP were enhanced in both intervention conditions,but showed greater improvement in the improved intervention.Qualitative data revealed process characteristics that reflect problemsschools encounter with this intervention. Teachers can be supportedin improving DP, but this requires school-wide intensive and longsupport.
AB - This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricularactivities, in particular for high-ability students and consists of threecomponents. A pretest–posttest cluster randomised design was usedwith three conditions: control (n = 34), pilot intervention (n = 32) andimproved intervention (n = 34). Quantitative results demonstratethat the intervention fidelity was relatively high in the improvedintervention. Correlations confirmed that teacher-reported DP werehigher in schools where the intervention was more completelyimplemented. DP were enhanced in both intervention conditions,but showed greater improvement in the improved intervention.Qualitative data revealed process characteristics that reflect problemsschools encounter with this intervention. Teachers can be supportedin improving DP, but this requires school-wide intensive and longsupport.
KW - Screening
KW - instructional differentiation
KW - curriculum differentiation
KW - kindergarten teachers
KW - school policy
U2 - 10.1080/03055698.2016.1195719
DO - 10.1080/03055698.2016.1195719
M3 - Article
VL - 42
SP - 357
EP - 377
JO - Educational Studies
JF - Educational Studies
SN - 0305-5698
ER -