Differentiation practices in grade 2 and 3: variations in teacher behavior in mathematics and reading comprehension lessons

Journal of Classroom Interaction

Volumn 51, Issue 2, 2016, Pages 50-72

  Ritzema, Evelien S ^a   Deunk, Marjolein I ^a   Bosker, Roel J ^a  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85013806936     PISSN: 07494025     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (49)

1. Bosker, R. J. (2005). De grenzen van gedifferentieerd onderwijs. [The borders of differentiated education]. Groningen: GION.
2. Burns, R. B., & Mason, D. A. (2002). Class composition and student achievement in elementary schools. American Educational Research Journal, 39(1), 207-233.
3. Condron, D. J. (2008). An Early Start: Skill grouping and unequal reading gains in the elementary years. Sociological Quarterly, 49(2), 363-394.
4. Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Underwood, P. S., et al. (2009). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38(2), 85-99.
5. Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43(3), 161-173.
6. Feenstra, H., Kleintjes, F., Kamphuis, F., & Krom, R. (2010). Wetenschappelijke verantwoording begrijpend lezen groep 3 t/m 6. [Scientific account for the reading comprehension tests grade 1 to 4]. Arnhem, the Netherlands: CITO.
7. Good, T. L., & Brophy, J. E. (2003). Looking in classrooms. (9th edition). Boston: Pearson/Allyn and Bacon.
8. Hanushek, E. A., & Wößmann, L. (2006). Does educational tracking affect performance and inequality? Differences- in-differences evidence across countries. The Economic Journal, 116(510), C63-C76.
9. Houtveen, A. A. M. (2002). Effecten van adaptief onderwijs. Evaluatie van het landelijk project schoolverbetering. [Effects of adaptive teaching. Evaluation of the LPS-project]. Alphen aan de Rijn, The Netherlands: Samson.
10. Houtveen, A. A. M., van de Grift, & Creemers, B. P. M. (2004). Effective school improvement in mathematics. School Effectiveness and School Improvement, 15(3-4), 337-376.
11. Huang, M. (2009). Classroom homogeneity and the distribution of student math performance: A country-level fixed-effects analysis. Social Science Research, 38(4), 781-791.
12. Educational Inspectorate (2008a). Basisvaardigheden rekenen-wiskunde in het basisonderwijs. Een onderzoek naar het niveau van rekenen-wiskunde in het basisonderwijs en naar verschillen tussen scholen met lage, gemiddelde en goede reken-wiskunderesultaten. [Mathematical skills in primary education. A study on the mathematics level in primary education and on differences between schools having low, average and good mathematical results]. Utrecht: Educational Inspectorate.
13. Educational Inspectorate (2008b). De staat van het onderwijs. Onderwijsverslag 2006/2007. [The state of education. Educational year report 2006/2007]. Utrecht: Educational Inspectorate.
14. Educational Inspectorate (2010). Opbrengstgericht werken in het basisonderwijs. Een onderzoek naar opbrengstgericht werken bij rekenen-wiskunde in het basisonderwijs. [Data-driven decision making in primary education. A study on data-driven decision making in mathematics education]. Utrecht: Educational Inspectorate.
15. Educational Inspectorate (2012). De staat van het onderwijs. Onderwijsverslag 2010/2011. [The state of education. Educational year report 2010/2011]. Utrecht: Inspectie van het Onderwijs.
16. Educational Inspectorate (2013a). De staat van het onderwijs. Onderwijsverslag 2011-2012. [The state of Dutch education. Educational year report 2011-2012]. Utrecht: Educational Inspectorate.
17. Educational Inspectorate (2013b). De kwaliteit van basisscholen en bestuurlijk handelen in het noorden van Nederland. Ontwikkelingen in de periode 2008-2012. [The quality of primary schools and school board activities in the northern part of the Netherlands. Developments in the period 2008-2012]. Utrecht: Educational Inspectorate.
18. Janssen, J., Verhelst, N., Engelen, R., & Scheltens, F. (2010). Wetenschappelijke verantwoording van de toetsen LOVS rekenen-wiskunde voor groep 3 tot en met 8. [Scientific account of the mathematics tests for grades 1 to 6]. Arnhem: Cito.
19. Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls' and boys' verbal engagement in physics instruction. Learning and Instruction, 23(0), 33-42.
20. Kooiman, M. C., Hofman, R. H., Doolaard, S., & Guldemond, H. (2005). Adaptief onderwijs in scholen voor speciaal basisonderwijs. [Adaptive teaching in schools for special education]. Groningen: GION.
21. Kuiper, R. J., & Palma, M. G. (2012). Aanwijzingen voor differentiatie in de handleiding van de lesmethode: Een inhoudsanalyse en vergelijking voor rekenen en begrijpend lezen. [Suggestions for differentiation in textbook manuals: a content analysis and comparison of mathematics and comprehensive reading textbooks]. Groningen: Master-thesis University of Groningen.
22. Leonard, J. (2001). How group composition influenced the achievement of sixth-grade mathematics students. Mathematical Thinking and Learning, 3(2-3), 175-200.
23. Little, A. (2004). Learning and teaching in multi-grade settings. Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative. Paris, France: UNESCO.
24. Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423-458.
25. MacIntyre, H., & Ireson, J. (2002). Within-class ability grouping: Placement of pupils in groups and self-concept. British Educational Research Journal, 28(2), 249-263.
26. Mason, D. A., & Burns, R. B. (1997). Reassessing the effects of combination classes. Educational Research and Evaluation, 3(1), 1-53.
27. Moon, T. R. (2005). The role of assessment in differentiation. Theory into Practice, 44(3), 226-233.
28. Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice. London: SAGE.
29. Mulryan-Kyne, C. (2007). The preparation of teachers for multi-grade teaching. Teaching and Teacher Education, 23(4), 501-514.
30. Nomi, T. (2009). The effects of within-class ability grouping on academic achievement in early elementary years. Journal of Research on Educational Effectiveness, 3(1), 56-92.
31. Nurmi, J., Viljaranta, J., Tolvanen, A., & Aunola, K. (2012). Teachers adapt their instruction according to students' academic performance. Educational Psychology, 32(5), 571-588.
32. Pierce, R. L., Cassady, J. C., Adams, C. M., Neumeister, K. L. S., Dixon, F. A., & Cross, T. L. (2011). The effects of clustering and curriculum on the development of gifted learners' math achievement. Journal for the Education of the Gifted, 34(4), 569-594.
33. Rasbash, J., Browne, W., Healy, M., Cameron, B., & Charlton, C. (2012). MLwiN version 2.23. Bristol, England: Centre for Multilevel Modeling.
34. Reezigt, G. J., Houtveen, A. A. M., & Van de Grift, W. (2002). Ontwikkelingen in en effecten van adaptief onderwijs in de klas en integrale leerlingenzorg op schoolniveau. [Developments in and effects of adaptive teaching in classroom and integral student care at school level]. Groningen: GION.
35. Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462-501.
36. Sammons, P., Taggart, B., Sylva, K., Melhuish, E., Siray-Blatchford, I., Barreau, S., et al. (2005). Variations in teacher and pupil behaviors in year 5 classes. No. EPPE 3-11. London: University of Education.
37. Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best evidence synthesis. Review of Educational Research, 57, 293.
38. Tach, L. M., & Farkas, G. (2006). Learning-related behaviors, cognitive skills, and ability grouping when schooling begins. Social Science Research, 35(4), 1048-1079.
39. Thomas, J. L. (2012). Combination classes and educational achievement. Economics of Education Review, 31(6), 1058-1066.
40. Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29(1), 60-89.
41. Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3), 262-269.
42. van Berkel, S., Krom, R., Heesters, K., Van der Schoot, F., & Hemker, B. (2007). Balans van het leesonderwijs halverwege de basisschool 4. Uitkomsten van de vierde peiling in 2005. [Overview of reading education midway primary education 4. Results of the fourth sounding in 2005]. Arnhem: Cito.
43. VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). A curriculum study of gifted-student Ritzema, Deunk, & Bosker learning in the language arts. Gifted Child Quarterly, 46(1), 30-44.
44. Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Pedrotty Bryant, D., Dickson, S., & Blozis, S. A. (2003). Reading instruction grouping for students with reading difficulties. Remedial and Special Education, 24(5), 301-315.
45. Veenman, S. (1997). Combination classrooms revisited. Educational Research and Evaluation, 3(3), 262-276.
46. Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8), 1051-1060.
47. Whitburn, J. (2001). Effective classroom organisation in primary schools: Mathematics. Oxford Review of Education, 27, 411.
48. Wiley, C. H., Good, T. L., & McCaslin, M. (2008). Comprehensive school reform instructional practices throughout a school year: The role of subject matter, grade level, and time of year. Teachers College Record, 110(11), 2361-2388.
49. Wilkinson, I. A. G., & Hamilton, R. J. (2003). Learning to read in composite (multi-grade) classes in New Zealand: Teachers make the difference. Teaching and Teacher Education, 19(2), 221-235.