TY - JOUR
T1 - Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms
T2 - Quality and equity dimensions of education effectiveness
AU - Valiandes, Stavroula
PY - 2015/6/1
Y1 - 2015/6/1
N2 - This article presents the findings of a quasi-experimental study that evaluated the effect of differentiated instruction on students' learning, in mixed ability classrooms. Participants in the study were 24 teachers and 479 grade-four elementary students. Results indicate that in classrooms where differentiated instruction methods were systematically employed, students made better progress compared to students in classrooms where differentiated instruction methods were not employed, the family's socioeconomic status did not lead to differentiation in students' achievement and the quality of differentiated teaching had a corresponding effect on students' achievement. Based on these findings, the article discusses the significance of the systematic employment of differentiated instruction methods in mixed ability classrooms for promoting equity, optimization of quality and effectiveness in teaching.
AB - This article presents the findings of a quasi-experimental study that evaluated the effect of differentiated instruction on students' learning, in mixed ability classrooms. Participants in the study were 24 teachers and 479 grade-four elementary students. Results indicate that in classrooms where differentiated instruction methods were systematically employed, students made better progress compared to students in classrooms where differentiated instruction methods were not employed, the family's socioeconomic status did not lead to differentiation in students' achievement and the quality of differentiated teaching had a corresponding effect on students' achievement. Based on these findings, the article discusses the significance of the systematic employment of differentiated instruction methods in mixed ability classrooms for promoting equity, optimization of quality and effectiveness in teaching.
KW - Differentiated instruction
KW - Equity
KW - Mixed ability elementary classrooms
KW - Quality
KW - Teachers effectiveness
UR - http://www.scopus.com/inward/record.url?scp=84929260910&partnerID=8YFLogxK
U2 - 10.1016/j.stueduc.2015.02.005
DO - 10.1016/j.stueduc.2015.02.005
M3 - Article
AN - SCOPUS:84929260910
SN - 0191-491X
VL - 45
SP - 17
EP - 26
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
ER -