Differentiated instruction in small schools

Teaching and Teacher Education

Volumn 28, Issue 8, 2012, Pages 1152-1162

  Smit, Robbert ^a   Humpert, Winfried ^a  

^a University of Teacher Education StGallen   (Switzerland)

Author keywords

Differentiated instruction; Diversity; Rural schools

Indexed keywords

EID: 84865762414     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2012.07.003     Document Type: Article

References (79)

1. Arnold M.L., Newman J.H., Gaddy B.B., Dean C.B. A look at the condition of rural education research: setting a direction for future research. Journal of Research in Rural Education 2005, 20(6).
2. Smit, R. (2009). Die formative Beurteilung und ihr Nutzen für die Entwicklung von Lernkompetenz [Formative assessment and its benefit for the development of learning competence]. Hohengehren: Schneider.
3. Smit, R., Humpert, W., Obertüfer-Gahler, R., Engeli, E., & Breuer-Brodmüller, M. (2011). Differenzierung als Chance für kleine Schulen - Empirische Befunde im Längsschnitt [Differentiation as a chance for small schools - empirical results from a longitudinal study]. In R. Müller, A. Keller, U. Kerle, A. Raggl & E. Steiner (Eds.), Schule im alpinen Raum. Innsbruck: Studienverlag.
4. Barley Z.A., Beesley A.D. Rural school success: what can we learn?. Journal of Research in Rural Education 2007, 22(1).
5. Baumann J.F., Hoffman J.V., Duffy-Hester A.M., Jennifer Moon R. "The First R" yesterday and today: U.S. elementary reading instruction practices reported by teachers and administrators. Reading Research Quarterly 2000, 35(3):338-377.
6. Baumgartner, T., Lipowski, M. B., & Rush, C. (2003). Increasing reading achievement of primary and middle school students through differentiated instruction. Master of Arts Research Project, Saint Xavier University.
7. Brimijoin K., Marquissee E., Tomlinson C.A. Using data to differentiate instruction. Educational Leadership 2003, 60(5):70-73.
8. Brühwiler C., Blatchford P. Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction 2010, 21(1):95-108.
9. Bryk A.S., Camburn E., Louis K.S. Promoting school improvement through professional communities: an analysis of Chicago elementary schools. Educational Administration Quarterly 1999, 35:707-750.
10. Chamberlin M., Powers R. The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and its Applications 2010, 29(3):113-139.
11. Chance P.L., Segura S.N. A rural high school's collaborative approach to school improvement. Journal of Research in Rural Education 2009, 24(5).
12. Collins A., Brown J.S., Newman S.E. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. Knowing, learning, and instruction. Essays in honor of Robert Glaser 1989, 453-494. Erlbaum, Hillsdale, NJ. L.B. Resnick (Ed.).
13. Corno L., Snow R.E. Adapting teaching to individual differences among learner. Handbook of research on teaching 1986, 605-629. Macmillan, New York. M.C. Wittrock (Ed.).
14. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum Press, New York.
15. Desimone L.M., Smith T.M., Frisvold D.E. Survey measures of classroom instruction. Educational Policy 2010, 24(2):267-329.
16. Fend H. Schule gestalten 2008, VS Verlag für Sozialwissenschaften, Wiesbaden.
17. Fogarty R.J., Pete B.M. Supporting differentiated instruction: A professional learning communities approach 2011, Solution Tree, Bloomington, IN.
18. George P.S. A rationale for differentiating instruction in the regular classroom. Theory Into Practice 2005, 44(3):185-193.
19. Goddard Y.L., Neumerski C.M., Goddard R.D., Salloum S.J., Berebitsky D. A multilevel exploratory study of the relationship between teachers' perceptions of principals' instructional support and group norms for instruction in elementary schools. Elementary School Journal 2010, 111(2):336-357.
20. Grimes K.J., Stevens D.D. Glass, bug, mud. Phi Delta Kappan 2009, 90(9):677-680.
21. Guskey T.R. Closing achievement gaps: revisiting Benjamin S. Bloom's "Learning for Mastery" Journal of Advanced Academies 2007, 19(1):8-31.
22. Gutiérrez R., Slavin R.E. Achievement effects of the nongraded elementary school: a best evidence synthesis. Review of Educational Research 1992, 62(4):333-376.
23. Hall T. Differentiated instruction 2002, National Center on Accessing the General Curriculum (NCAC), Wakefield, MA.
24. Hallinger P., Heck R.H. Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement 1998, 9(2):157-191.
25. Hargreaves E. Assessment for learning in the multigrade classroom. International Journal of Educational Development 2001, 21:553-560.
26. Hargreaves L.M. Respect and responsibility: review of research on small rural schools in England. International Journal of Educational Research 2009, 48:117-128.
27. Hargreaves L.M., Kvalsund R., Galton M. Reviews of research on rural schools and their communities in British and Nordic countries: analytical perspectives and cultural meaning. International Journal of Educational Research 2009, 48:80-88.
28. Hattie J. Classroom composition and peer effects. International Journal of Educational Research 2002, 37:449-481.
29. Hattie J. Visible learning: A synthesis of over 800 meta-analyses relating to achievement 2008, Routledge, London.
30. Holloway J.H. Preparing teachers for differentiated instruction. Educational Leadership 2000, (9).
31. Hootstein E. Differentiation of instructional methodologies in subject-based curricula at the secondary level 1998, Research Brief #38.
32. Hopkins P. School improvement for real 2001, Routledge/Falmer, London.
33. Houtveen A.A.M., Booij N., de Jong R., van de Grift W.J.C.M. Adaptive instruction and pupil achievement. School Effectiveness and School Improvement 1999, 10(2):172-192.
34. Hox J.J. Multilevel analysis 2002, Lawrence Erlbaum, Mahwah.
35. Hugener I., Krammer K., Pauli C. Kompetenzen der Lehrpersonen im Umgang mit Heterogenität: Differenzierungsmassnahmen im Mathematikunterricht. Lehrerexpertise 2008, 48-66. Waxmann, Münster. M. Gläser-Zikuda, J. Seifried (Eds.).
36. Hulpia H., Valcke M. The use of performance indicators in a school improvement policy: the theoretical and empirical context. Evaluation & Research in Education 2004, 18(1-2):102-119.
37. Kalaoja E., Pietarinen J. Small rural primary schools in Finland: a pedagogically valuable part of the school network. International Journal of Educational Research 2009, 48:109-116.
38. Kearns R.A., Lewis N., McCreanor T., Witten K. 'The status quo is not an option': community impacts of school closure in South Taranaki, New Zealand. Journal of Rural Studies 2009, 25(1):131-140.
39. Krätzschmar M. Selbstkonzepte in altersgemischten Lerngruppen 2010, Waxmann, Münster.
40. Kvalsund R., Hargreaves L.M. Reviews of research in rural schools and their communities: analytical perspectives and a new agenda. International Journal of Educational Research 2009, 48:140-149.
41. Lawrence-Brown D. Differentiated instruction: inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education 2004, 32(3):34-62.
42. Leroy-Audouin C., Suchaut B. Revisiter l'efficacité pédagogique des classes à plusieurs cours. Revue française de pédagogie 2007, 160:103-118.
43. Little A.W. Education for all and multigrade teaching: Challenges and opportunities 2006, Springer, Dordrecht.
44. Mayring P. Qualitative Content Analysis. Forum: Qualitative Social Research 2000, 1(2). Retrieved from. http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385 (11.1.12).
45. McQuarrie L.M., McRae P. A provincial perspective on differentiated instruction: the Alberta initiative for school improvement (AISI). Journal of Applied Research on Learning 2010, 3(4).
46. Metropolitan Life Insurance Company The metlife survey of the American teacher: Collaborating for student success 2009, Retrieved from, 23.06.11. http://www.metlife.com/about/corporate-profile/citizenship/metlife-foundation/metlife-survey-of-the-american-teacher.html.
47. Meusburger P. The future of elementary schools in Alpine regions. Journal of Alpine Research 2005, 93(2):75-94.
48. Miller B.A. The multigrade classroom: A resource handbook for small, rural schools 1989, Northwest Regional Educational Laboratory, Portland, Oregon.
49. Miller B.A. A review of quantitative research on multigrade instruction. Journal of Research in Rural Education 1990, 7(1).
50. Miller B.A. A review of the qualitative research on multigrade instruction. Journal of Research in Rural Education 1991, 7(2):3-12.
51. Moon T.R., Callahan C.M., Tomlinson C.A., Miller E.M. Middle school classrooms: teachers' reported practices and student perceptions 2002, National Research Center on the Gifted and Talented. University of Connecticut.
52. Mulryan-Kyne C. The preparation of teachers for multigrade teaching. Teaching and Teacher Education 2007, 23(4):501-514.
53. Opdenakker M.C., Van Damme J. Do school context, student composition and school leadership affect school practice and outcomes in secondary education?. British Educational Research Journal 2007, 33(3):179-206.
54. Pettig K.L. On the road to differentiated practice. Educational Leadership 2000, 58(1):14-18.
55. Randi J., Corno L. Teaching and learner variation. BJEP Monograph Series II, Number 3-Pedagogy - Teaching for Learning 2005, 1(1):47-69.
56. Reezigt G.J., Creemers B.P.M. A comprehensive framework for effective school improvement. School Effectiveness and School Improvement 2005, 16(4):407-424.
57. Robinson V., Hohepa M., Lloyd C. School leadership and student outcomes: Identifying what works and why 2009, New Zealand Ministry of Education, Wellington.
58. Scheerens J. Improving school effectiveness 2000, United Nations Educational, Scientific and Cultural Organization, Paris.
59. Schratz M., Petzold K. Improving school leadership. Country background report for Austria. OECD acitivity improving school leadership 2007, University of Innsbruck, Innsbruck. Austrian Federal Ministry of Education (Ed.).
60. Schumm J.S., Vaughn S., Leavell A.G. Planning pyramid: a framework for planning for diverse student needs during content area instruction. The Reading Teacher 1994, 47(8):608-615.
61. Subban P. Differentiated instruction: a research basis. International Educational Journal 2006, 7(7):935-947.
62. Tieso C.L. The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted 2005, 29(1):60-89.
63. Tobin R., McInnes A. Accommodating differences: variations in differentiated literacy instruction in grade 2/3 classrooms. Literacy 2008, 42(1):3-9.
64. Tomlinson C.A. The differentiated classroom: Responding to the needs of all learners 1999, ASCD, Alexandria, VA.
65. Tomlinson C.A. How to differentiate instruction in mixed-ability classrooms 2001, Association for Supervision and Curriculum Development, Alexandria, VA. 2nd ed.
66. Tomlinson C.A. Traveling the road to differentiation in staff development. Journal of Staff Development 2005, 26(4):8-12.
67. Tomlinson C.A., Brighton C., Hertberg H., Callahan C.M., Moon T.R., Brimijoin K., et al. Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted 2003, 27(2):119-145.
68. Tomlinson C.A., Brimijoin K., Narvaez L. The differentiated school 2008, ASCD, Alexandria, VA.
69. Tomlinson C.A., Callahan C.M., Tomchin E.M., Eiss N., Imbeau M.B., Landrum M. Becoming architects of communities of learning: addressing academic diversity in contemporary classrooms. Exceptional Children 1997, 63(2):269-282.
70. Trautmann M., Wischer B. Das Konzept der Inneren Differenzierung-eine vergleichende Analyse der Diskussion der 1970er Jahre mit dem aktuellen Heterogenitätsdiskurs. Perspektiven der Didaktik 2009, 159-172. VS Verlag für Sozialwissenschaften. M.A. Meyer, M. Prenzel, S. Hellekamps (Eds.).
71. Urdan T., Turner J.C. Competence motivation in the classroom. Handbook of competence and motivation 2007, 297-317. The Guildford Press, New York. A.J. Elliot, C.S. Dweck (Eds.).
72. Veenman S. Cognitive and noncognitive effects of multigrade and multi-age classes: a best-evidence synthesis. Review of Educational Research 1995, 65(4):319-381.
73. Vermunt J.K., Magidson J. Latent class cluster analysis. Applied latent class analysis 2002, 89-106. Cambridge University, Cambridge. J.A. Hagenaars, A.L. McCutcheon (Eds.).
74. Vogt F. Politisches System und New Public Management in Primarschulen im internationalen Vergleich. Schweizerische Zeitschrift für Bildungswissenschaften 2004, 26(1):69-83.
75. Vygotskij L.S. Mind in society: The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA.
76. Wallin D.C., Reimer L. Educational priorities and capacity: a rural perspective. Canadian Journal of Education/Revue canadienne de l'éducation 2008, 31(3):591-613.
77. Wang M.C. Adaptive instruction: building on diversity. Theory Into Practice 1980, 19(2):122-128.
78. White S., Reid J.A. Placing teachers? Sustaining rural schooling through place-consciousness in teacher education. Journal of Research in Rural Education 2008, 23(7).
79. Wilkinson I.A.G., Hamilton R.J. Learning to read in composite (multigrade) classes in New Zealand: teachers make the difference. Teaching and Teacher Education 2003, 19:221-235.