Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness |
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| Affiliation: | 1. ICLON, Leiden University Graduate School of Teaching, Post office box 905, 2300 AX, Leiden, the Netherlands;2. Institute of Psychology, Faculty of Social Sciences Leiden University, Post office box 9555, 2300 RB, Leiden, the Netherlands;3. Melbourne Graduate School of Education, The University of Melbourne, 234 Queensberry Street, Carlton, Victoria, 3010, Australia |
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| Abstract: | 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. |
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| Keywords: | Differentiated instruction Equity Quality Teachers effectiveness Mixed ability elementary classrooms |
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