A Study of Differentiated Instructional Change Over 3 Years

• Autores: Joyce Vantassel-Baska, Annie Xuemei Feng, Elissa Brown, Bruce Bracken, Tamra Stambaugh, Heather French, Susan McGowan, Bess Worley, Chwee Quek, Wenyu Bai
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 52, Nº 4, 2008, págs. 297-312
• Idioma: inglés
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• Resumen

  • This study examines Title 1 heterogeneous classroom teachers' instructional behavior change through implementing well-designed research-based curriculum units and attending regular professional development activities across 3 years. Employing an experimental design, this study compares experimental and comparison teachers' behavioral changes as measured by an observation scale of differentiated teaching strategies across 3 years. The results show that experimental teachers received statistically significant and educationally important higher ratings than comparison teachers on differentiated strategy use and effectiveness across 3 years. The study corroborates the research literature that shows that teachers' instructional improvement takes 2 years to manifest its effectiveness and to shape belief in student learning benefits