Assessing individualized instruction in the classroom: Comparing teacher,student, and observer perspectives |
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| Affiliation: | 1. DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323 Frankfurt am Main, Germany;2. School of Education, University of Wuppertal, Gaußstraße 20, 42119 Wuppertal, Germany;3. Department of Education, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476 Potsdam, Germany;4. Department of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 1, 60323 Frankfurt am Main, Germany;1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Empirical Educational Research, Augsburg University, Germany;1. Faculty of Human Sciences, University of Regensburg, Germany;2. Institute of Anaesthesiology, University Hospital Zurich, Switzerland;3. Faculty of Education, University of Turku, Finland;1. Sagol Department of Neurobiology, University of Haifa, Haifa, Israel;2. The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;3. School of Psychological Sciences, University of Haifa, Haifa, Israel;4. The Integrated Brain and Behavior Research Center (IBBRC), University of Haifa, Haifa, Israel;5. Department of Learning Disabilities, University of Haifa, Haifa, Israel;1. Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada;2. Département de psychopédagogie et d''andragogie, Université de Montréal, 90 avenue Vincent-d''Indy, Montreal, QC, H2V 2S9, Canada;3. Canada Research Chair on School, Youth Well-Being, and Educational Success, École de psychoeducation, Université de Montréal, 90 avenue Vincent-d''Indy, Montreal, QC, H2V 2S9, Canada |
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| Abstract: | In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live observations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students’ ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. |
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| Keywords: | Individualization Personalization Differentiation Adaptive teaching Individualized instruction Instructional quality Learning environments Live observations Classroom research |
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