This thesis describes the design and implementation of the intervention 'Excel Kwadraat' in primary schools. This intervention aims to improve teachers’ differentiation practices in order to better anticipate pupil differences, including excellent or high-ability pupils. In the end, the intervention aims at enhancing the academic achievement of both high-ability and non-high-ability early primary school pupils. The intervention includes screening pupils’ school-entry characteristics, matching their needs with curricular activity levels, and implementing a school-wide approach to differentiation and high-ability. The central question in this thesis is: does Excel Kwadraat, compared with regular education, positively affect high-ability pupils’ academic achievement? To answer this question, a number of studies were set up that focus on current teaching practices for high-ability pupils, and the design, development, implementation, and effects of Excel Kwadraat in early primary school.
|Award date||13 Nov 2015|
|Place of Publication||Utrecht, the Netherlands|
|Print ISBNs||978 94 922 3118 5|
|Publication status||Published - 19 Oct 2015|
- early primary school