Promoting High-Achieving Students through Differentiated Instruction in Mixed-Ability Classrooms--A Systematic Review

Autor/inn/en	Ziernwald, Lisa; Hillmayr, Delia; Holzberger, Doris
Titel	Promoting High-Achieving Students through Differentiated Instruction in Mixed-Ability Classrooms--A Systematic Review
Quelle	In: Journal of Advanced Academics, 33 (2022) 4, S.540-573 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziernwald, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X221112931
Schlagwörter	Individualized Instruction; Heterogeneous Grouping; Academically Gifted; Outcomes of Education; Teacher Attitudes; Student Attitudes; Barriers; High Achievement; Educational Research + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lernleistung; Schulerfolg; Lehrerverhalten; Schülerverhalten; Bildungsforschung; Pädagogische Forschung
Abstract	Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students' outcomes, (2) to what extent DI is used, (3) how useful teachers and high-achieving students perceive DI, and (4) which barriers and facilitators are encountered in DI's implementation. Forty-nine studies from 2000 to 2019 were included. Differentiated instruction impacted high-achieving students' academic achievement and motivational-affective characteristics predominantly positive. However, there was considerable heterogeneity between and within studies. Teachers typically did not use DI for high-achieving students proactively nor on a regular basis. However, teachers and high-achieving students perceived DI as valuable for encouraging high-achieving students. The barriers found might help to explain discrepancies between the extent of usage and the perceived utility, whereas the identified facilitators suggest how to overcome these barriers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01