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How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors
16 references·1 citing·49 second hop
How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors (2022)How teachers develop skills for implement…Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education (2018)Effective differentiation Pra…Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement (2018)Differentiated instruction in…Capturing the complexity of differentiated instruction (2018)Capturing the complexity of d…The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education (2017)The Use of Cronbach’s Alpha W…Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement (2017)Teachers’ professional develo…Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model (2017)Measuring teachers’ perceptio…Teachers’ Everyday Professional Development (2016)Teachers’ Everyday Profession…Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2016)Teacher perceived difficulty …Evaluating teachers’ professional development initiatives: towards an extended evaluative framework (2016)Evaluating teachers’ professi…Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016)Assessing the Effects of a Sc…How teachers learn: the roles of formal, informal, and independent learning (2014)How teachers learn: the roles…Differentiated Instruction, Professional Development, and Teacher Efficacy (2014)Differentiated Instruction, P…Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Improving Impact Studies of T…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature (2003)Differentiating Instruction i…Educators' handbook : a research perspective (1987)Educators' handbook : a resea…Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation (2024)Meeting the Needs and Potenti…Case Study Research: Design and Methods (1984)Case Study Research: Design and Methods (1991)Qualitative Data Analysis: An Expanded Sourcebook (1994)Conceptualizing Teacher Professional Learning (2011)Professional competence of teachers: Effects on instructional quality and student development. 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(1993)On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha (2008)OECD Education Working Papers (2010)Knowledge, attitudes, and practices towards COVID-19 among Chinese residents during the rapid rise period of the COVID-19 outbreak: a quick online cross-sectional survey (2020)Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19 (2022)Mind in Society: The Development of Higher Psychological Processes (1978)Introduction to Meta‐Analysis (2009)Introduction to Meta‐Analysis (2021)Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate (2022)Differentiating instruction: Understanding the key elements for successful teacher preparation and development (2024)Determining Validity in Qualitative Inquiry (2000)Handbook of Research on Educational Communications and Technology (2013)Using focus groups in medical education research: AMEE Guide No. 91 (2014)Differentiation approach in education: Tailoring instruction for diverse learner needs (2025)Inside Teacher Community: Representations of Classroom Practice (2003)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)
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References

  • 2017The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education12,129 cited
  • 2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures5,997 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,598 cited
  • 2003Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature1,185 cited
  • 2016Teachers’ Everyday Professional Development430 cited
  • 2014Differentiated Instruction, Professional Development, and Teacher Efficacy408 cited
  • 1987Educators' handbook : a research perspective339 cited
  • 2018Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education312 cited
  • 2018Capturing the complexity of differentiated instruction220 cited
  • 2016Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools189 cited
  • 2014How teachers learn: the roles of formal, informal, and independent learning170 cited
  • 2017Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model163 cited
  • 2016Teacher perceived difficulty in implementing differentiated instructional strategies in primary school145 cited

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  • 2018Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement140 cited
  • 2016Evaluating teachers’ professional development initiatives: towards an extended evaluative framework136 cited
  • 2017Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement120 cited
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    • 2024Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation39 cited