메뉴 건너뛰기




Volumn 10, Issue , 2019, Pages

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

Author keywords

ability grouping; adaptive teaching; differentiated instruction; differentiation; effectiveness; review; secondary education; student performance

Indexed keywords


EID: 85076964490     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2019.02366     Document Type: Review
Times cited : (145)

References (140)
  • 1
    • 85054529917 scopus 로고    scopus 로고
    • Effect of mastery learning approach on senior school students' academic performance and retention in circle geometry
    • Adeniji S. M., Ameen S. K., Dambatta B. U., Orilonise R., (2018). Effect of mastery learning approach on senior school students' academic performance and retention in circle geometry. Int. J. Instruct. 11, 951–962. 10.12973/iji.2018.11460a
    • (2018) Int. J. Instruct , vol.11 , pp. 951-962
    • Adeniji, S.M.1    Ameen, S.K.2    Dambatta, B.U.3    Orilonise, R.4
  • 2
    • 85051003612 scopus 로고    scopus 로고
    • The flipped classroom: a review of its advantages and challenges
    • Akçayir G., Akçayir M., (2018). The flipped classroom: a review of its advantages and challenges. Comput. Educ. 126, 334–345. 10.1016/j.compedu.2018.07.021
    • (2018) Comput. Educ , vol.126 , pp. 334-345
    • Akçayir, G.1    Akçayir, M.2
  • 3
    • 85030258976 scopus 로고    scopus 로고
    • Flipped classroom instruction for inclusive learning
    • Altemueller L., Lindquist C., (2017). Flipped classroom instruction for inclusive learning. Br. J. Spec. Educ. 44, 341–358. 10.1111/1467-8578.12177
    • (2017) Br. J. Spec. Educ , vol.44 , pp. 341-358
    • Altemueller, L.1    Lindquist, C.2
  • 4
    • 84957706438 scopus 로고    scopus 로고
    • The effect of the developed differentiation approach on the achievements of the students
    • a
    • *Altintas E., Özdemir A. S., (2015a). The effect of the developed differentiation approach on the achievements of the students. Eurasian J. Educ. Res. 61, 199–216. 10.14689/ejer.2015.61.11
    • (2015) Eurasian J. Educ. Res , vol.61 , pp. 199-216
    • Altintas, E.1    Özdemir, A.S.2
  • 5
    • 84940874799 scopus 로고    scopus 로고
    • Evaluating a newly developed differentiation approach in terms of student achievement and teachers' opinions
    • b
    • *Altintas E., Özdemir A. S., (2015b). Evaluating a newly developed differentiation approach in terms of student achievement and teachers' opinions. Educ. Sci. Theor. Pract. 15, 1103–1118. 10.12738/estp.2015.4.2540
    • (2015) Educ. Sci. Theor. Pract , vol.15 , pp. 1103-1118
    • Altintas, E.1    Özdemir, A.S.2
  • 6
    • 84982112000 scopus 로고    scopus 로고
    • The effect of the differentiated teaching approach in the algebraic learning field on students' academic achievements
    • *Bal A. P., (2016). The effect of the differentiated teaching approach in the algebraic learning field on students' academic achievements. Eurasian J. Educ. Res. 63, 185–204. 10.14689/ejer.2016.63.11
    • (2016) Eurasian J. Educ. Res , vol.63 , pp. 185-204
    • Bal, A.P.1
  • 8
    • 85000733446 scopus 로고    scopus 로고
    • The impact of the flipped classroom on mathematics concept learning in high school
    • –, Available online at
    • *Bhagat K. K., Chang C., Chang C., (2016). The impact of the flipped classroom on mathematics concept learning in high school. J. Educ. Technol. Soc. 19, 134–142. Available online at: https://psycnet.apa.org/record/2016-35586-003
    • (2016) J. Educ. Technol. Soc , vol.19 , pp. 134-142
    • Bhagat, K.K.1    Chang, C.2    Chang, C.3
  • 9
    • 84994177753 scopus 로고    scopus 로고
    • The effects of differentiation of content in problem-solving in learning geometry in secondary school
    • * Bikić N., Maričić S. M., Pikula M., (2016). The effects of differentiation of content in problem-solving in learning geometry in secondary school. EURASIA J. Math. Sci. Technol. Educ. 12, 2783–2795. 10.12973/eurasia.2016.02304a
    • (2016) EURASIA J. Math. Sci. Technol. Educ , vol.12 , pp. 2783-2795
    • Bikić, N.1    Maričić, S.M.2    Pikula, M.3
  • 10
    • 80051804861 scopus 로고    scopus 로고
    • Examining the effect of class size on classroom engagement and teacher-pupil interaction: differences in relation to pupil prior attainment and primary vs. secondary schools
    • Blatchford P., Bassett P., Brown P., (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: differences in relation to pupil prior attainment and primary vs. secondary schools. Learn. Instruct. 21, 715–730. 10.1016/j.learninstruc.2011.04.001
    • (2011) Learn. Instruct , vol.21 , pp. 715-730
    • Blatchford, P.1    Bassett, P.2    Brown, P.3
  • 12
    • 85101510947 scopus 로고    scopus 로고
    • A basic introduction to fixed-effect and random-effects models for meta-analysis
    • 26061376
    • Borenstein M., Hedges L. V., Higgins J. P. T., Rothstein H. R., (2010). A basic introduction to fixed-effect and random-effects models for meta-analysis. Res. Synth. Methods 1, 97–111. 10.1002/jrsm.1226061376
    • (2010) Res. Synth. Methods , vol.1 , pp. 97-111
    • Borenstein, M.1    Hedges, L.V.2    Higgins, J.P.T.3    Rothstein, H.R.4
  • 15
    • 85038612192 scopus 로고    scopus 로고
    • Effective use of formative assessment by high school teachers
    • –, Available online at
    • Brink M., Bartz D. E., (2017). Effective use of formative assessment by high school teachers. Pract. Assess. Res. Eval. 22, 1–10. Available online at: https://pareonline.net/getvn.asp?v=22&n=8
    • (2017) Pract. Assess. Res. Eval , vol.22 , pp. 1-10
    • Brink, M.1    Bartz, D.E.2
  • 16
    • 78449242154 scopus 로고    scopus 로고
    • Effects of class size and adaptive teaching competency on classroom processes and academic outcome
    • *Bruhwiler C., Blatchford P., (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learn. Instruct. 21, 95–108. 10.1016/j.learninstruc.2009.11.004
    • (2011) Learn. Instruct , vol.21 , pp. 95-108
    • Bruhwiler, C.1    Blatchford, P.2
  • 18
    • 85028521683 scopus 로고    scopus 로고
    • What is personalised learning? Educators seek clarity
    • Available online at
    • Cavanagh S., (2014). What is personalised learning? Educators seek clarity. Education Week. Available online at: https://www.edweek.org/ew/articles/2014/10/22/09pl-overview.h34.html
    • (2014) Education Week
    • Cavanagh, S.1
  • 19
    • 84955177582 scopus 로고    scopus 로고
    • Facilitating English-language learners' oral reading fluency with digital pen technology
    • Chen C., Tan C., Lo B., (2016). Facilitating English-language learners' oral reading fluency with digital pen technology. Interact. Learn. Environ. 24, 96–118. 10.1080/10494820.2013.817442
    • (2016) Interact. Learn. Environ , vol.24 , pp. 96-118
    • Chen, C.1    Tan, C.2    Lo, B.3
  • 20
    • 84978052446 scopus 로고    scopus 로고
    • How methodological features affect effect sizes in education
    • Cheung A. C. K., Slavin R. E., (2016). How methodological features affect effect sizes in education. Educ. Res. 45, 283–292. 10.3102/0013189X16656615
    • (2016) Educ. Res , vol.45 , pp. 283-292
    • Cheung, A.C.K.1    Slavin, R.E.2
  • 21
    • 85003441314 scopus 로고    scopus 로고
    • Effective secondary science programs: a best-evidence synthesis
    • Cheung A. C. K., Slavin R. E., Kim E., Lake C., (2017). Effective secondary science programs: a best-evidence synthesis. J. Res. Sci. Teach. 54, 58–81. 10.1002/tea.21338
    • (2017) J. Res. Sci. Teach , vol.54 , pp. 58-81
    • Cheung, A.C.K.1    Slavin, R.E.2    Kim, E.3    Lake, C.4
  • 22
    • 84991474899 scopus 로고    scopus 로고
    • How to see the classroom through the eyes of a teacher: consistency between perceptions on diversity and differentiation practices
    • Civitillo S., Denessen E., Molenaar I., (2016). How to see the classroom through the eyes of a teacher: consistency between perceptions on diversity and differentiation practices. J. Res. Spec. Educ. Needs 16, 587–591. 10.1111/1471-3802.12190
    • (2016) J. Res. Spec. Educ. Needs , vol.16 , pp. 587-591
    • Civitillo, S.1    Denessen, E.2    Molenaar, I.3
  • 23
    • 0036828561 scopus 로고    scopus 로고
    • Elaborating a model of teacher professional growth
    • Clarke D., Hollingsworth H., (2002). Elaborating a model of teacher professional growth. Teach. Teach. Educ. 18, 947–967. 10.1016/S0742-051X(02)00053-7
    • (2002) Teach. Teach. Educ , vol.18 , pp. 947-967
    • Clarke, D.1    Hollingsworth, H.2
  • 24
    • 84954416299 scopus 로고    scopus 로고
    • Washington, DC, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, (NCEE Reference Report 2011-4033
    • Cole R., Haimson J., Perez-Johnson I., May H., (2011). Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. (NCEE Reference Report 2011-4033). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
    • (2011) Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level
    • Cole, R.1    Haimson, J.2    Perez-Johnson, I.3    May, H.4
  • 25
    • 47949083014 scopus 로고    scopus 로고
    • On teaching adaptively
    • Corno L., (2008). On teaching adaptively. Educ. Psychol. 43, 161–173. 10.1080/00461520802178466
    • (2008) Educ. Psychol , vol.43 , pp. 161-173
    • Corno, L.1
  • 27
    • 84873441751 scopus 로고    scopus 로고
    • Guidelines to assist the implementation of differentiated learning activities in south African secondary schools
    • De Jager T., (2013). Guidelines to assist the implementation of differentiated learning activities in south African secondary schools. Int. J. Inclus. Educ. 17, 80–94. 10.1080/13603116.2011.580465
    • (2013) Int. J. Inclus. Educ , vol.17 , pp. 80-94
    • De Jager, T.1
  • 28
    • 84950153983 scopus 로고    scopus 로고
    • The role of environmental factors in beginning teachers' professional learning related to differentiated instruction
    • De Neve D., Devos G., (2016). The role of environmental factors in beginning teachers' professional learning related to differentiated instruction. Sch. Effect. Sch. Improv. 27, 557–579. 10.1080/09243453.2015.1122637
    • (2016) Sch. Effect. Sch. Improv , vol.27 , pp. 557-579
    • De Neve, D.1    Devos, G.2
  • 30
    • 84941757102 scopus 로고    scopus 로고
    • Teacher expectations and within-classroom differentiation
    • Rubie-Davies C.M., Stephens J.M., Watson P., (eds), London, Routledge; Taylor and Francis Group, eds
    • Denessen E. J. P. G., Douglas A. S., (2015). Teacher expectations and within-classroom differentiation, in Routledge International Handbook of Social Psychology of the Classroom, eds Rubie-Davies C. M., Stephens J. M., Watson P., (London: Routledge; Taylor and Francis Group, 296–303.
    • (2015) Routledge International Handbook of Social Psychology of the Classroom , pp. 296-303
    • Denessen, E.J.P.G.1    Douglas, A.S.2
  • 31
    • 85043389637 scopus 로고    scopus 로고
    • Effective differentiation practices: a systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education
    • Deunk M. I., Smale-Jacobse A. E., de Boer H., Doolaard S., Bosker R. J., (2018). Effective differentiation practices: a systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educ. Res. Rev. 24, 31–54. 10.1016/j.edurev.2018.02.002
    • (2018) Educ. Res. Rev , vol.24 , pp. 31-54
    • Deunk, M.I.1    Smale-Jacobse, A.E.2    de Boer, H.3    Doolaard, S.4    Bosker, R.J.5
  • 32
    • 84906554894 scopus 로고    scopus 로고
    • Differentiated instruction, professional development, and teacher efficacy
    • Dixon F. A., Yssel N., McConnell J. M., Hardin T., (2014). Differentiated instruction, professional development, and teacher efficacy. J. Educ. Gifted 37, 111–127. 10.1177/0162353214529042
    • (2014) J. Educ. Gifted , vol.37 , pp. 111-127
    • Dixon, F.A.1    Yssel, N.2    McConnell, J.M.3    Hardin, T.4
  • 33
    • 12744281023 scopus 로고    scopus 로고
    • Synthesising qualitative and quantitative evidence: a review of possible methods
    • 15667704
    • Dixon-Woods M., Agarwal S., Jones D., Young B., Sutton A., (2005). Synthesising qualitative and quantitative evidence: a review of possible methods. J. Health Serv. Res. Policy 10, 45–53. 10.1177/13558196050100011015667704
    • (2005) J. Health Serv. Res. Policy , vol.10 , pp. 45-53
    • Dixon-Woods, M.1    Agarwal, S.2    Jones, D.3    Young, B.4    Sutton, A.5
  • 34
    • 0033934949 scopus 로고    scopus 로고
    • Trim and fill: a simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis
    • 10877304
    • Duval S., Tweedie R., (2000). Trim and fill: a simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics 56, 455–463. 10.1111/j.0006-341X.2000.00455.x10877304
    • (2000) Biometrics , vol.56 , pp. 455-463
    • Duval, S.1    Tweedie, R.2
  • 36
    • 0037098151 scopus 로고    scopus 로고
    • Identification of randomized controlled trials in systematic reviews: accuracy and reliability of screening records
    • 12111924
    • Edwards P., Clarke M., DiGuiseppi C., Pratap S., Roberts I., Wentz R., (2002). Identification of randomized controlled trials in systematic reviews: accuracy and reliability of screening records. Stat. Med. 21, 1635–1640. 10.1002/sim.119012111924
    • (2002) Stat. Med , vol.21 , pp. 1635-1640
    • Edwards, P.1    Clarke, M.2    DiGuiseppi, C.3    Pratap, S.4    Roberts, I.5    Wentz, R.6
  • 37
    • 85048400536 scopus 로고    scopus 로고
    • Multiple intelligences: prelude, theory, and aftermath
    • Sternberg R.J., Fiske S.T., Foss D.J., (eds), New York, NY, Cambridge University Press, eds
    • Gardner H., (2016). Multiple intelligences: prelude, theory, and aftermath, in Scientists Making a Difference, eds Sternberg R. J., Fiske S. T., Foss D. J., (New York, NY: Cambridge University Press).10.1017/CBO9781316422250
    • (2016) Scientists Making a Difference
    • Gardner, H.1
  • 38
    • 85042401813 scopus 로고    scopus 로고
    • New evidence on the effect of computerized individualized practice and instruction on language skills
    • Ghysels J., Haelermans C., (2018). New evidence on the effect of computerized individualized practice and instruction on language skills. J. Comput. Assist. Learn. 34, 440–449. 10.1111/jcal.12248
    • (2018) J. Comput. Assist. Learn , vol.34 , pp. 440-449
    • Ghysels, J.1    Haelermans, C.2
  • 39
    • 0040801740 scopus 로고
    • Research on group-based mastery learning programs: a meta-analysis
    • Guskey T. R., Pigott T. D., (1988). Research on group-based mastery learning programs: a meta-analysis. J. Educ. Res. 81, 197–216. 10.1080/00220671.1988.10885824
    • (1988) J. Educ. Res , vol.81 , pp. 197-216
    • Guskey, T.R.1    Pigott, T.D.2
  • 40
    • 84990462098 scopus 로고
    • Assessment for differentiation
    • Hall E. F., (1992). Assessment for differentiation. Br. J. Spec. Educ. 19, 20–23. 10.1111/j.1467-8578.1992.tb00397.x
    • (1992) Br. J. Spec. Educ , vol.19 , pp. 20-23
    • Hall, E.F.1
  • 43
    • 78650340027 scopus 로고    scopus 로고
    • Support and sabotage: principals' influence on middle school teachers' responses to differentiation
    • Hertberg-Davis H., Brighton C. M., (2006). Support and sabotage: principals' influence on middle school teachers' responses to differentiation. J. Secondary Gifted Educ. 17, 90–102. 10.4219/jsge-2006-685
    • (2006) J. Secondary Gifted Educ , vol.17 , pp. 90-102
    • Hertberg-Davis, H.1    Brighton, C.M.2
  • 45
    • 71449126445 scopus 로고    scopus 로고
    • Evaluating the prevention through alternative learning styles program
    • 20196330
    • *Huber M. J., Workman J., Ford J. A., Moore D., Mayer T., (2009). Evaluating the prevention through alternative learning styles program. J. Drug Educ. 39, 239–259. 10.2190/DE.39.3.b20196330
    • (2009) J. Drug Educ , vol.39 , pp. 239-259
    • Huber, M.J.1    Workman, J.2    Ford, J.A.3    Moore, D.4    Mayer, T.5
  • 46
    • 84884426552 scopus 로고    scopus 로고
    • Teacher learning as workplace learning
    • Peterson P., Baker E., McGaw B., (eds), Oxford, Elsevier, eds
    • Imants J., Van Veen K., (2010). Teacher learning as workplace learning, in International Encyclopedia of Education, 3rd Edn. eds Peterson P., Baker E., McGaw B., (Oxford: Elsevier), 569–574. 10.1016/B978-0-08-044894-7.00657-6
    • (2010) International Encyclopedia of Education, 3rd Edn , pp. 569-574
    • Imants, J.1    Van Veen, K.2
  • 47
    • 84927168392 scopus 로고    scopus 로고
    • Practicality studies: how to move from what works in principle to what works in practice
    • Janssen F., Westbroek H., Doyle W., (2015). Practicality studies: how to move from what works in principle to what works in practice. J. Learn. Sci. 24, 176–186. 10.1080/10508406.2014.954751
    • (2015) J. Learn. Sci , vol.24 , pp. 176-186
    • Janssen, F.1    Westbroek, H.2    Doyle, W.3
  • 48
    • 85039073719 scopus 로고    scopus 로고
    • Differentiëren bij rekenen: Een cognitieve taakanalyse van het denken en handelen van basisschoolleerkrachten [Differentiating in mathematics: a cognitive task analysis of primary school teachers' reflections and practices]
    • –, Available online at
    • Keuning T., Van Geel M., Frèrejean J., Van Merriënboer J., Dolmans D., Visscher A., (2017). Differentiëren bij rekenen: Een cognitieve taakanalyse van het denken en handelen van basisschoolleerkrachten [Differentiating in mathematics: a cognitive task analysis of primary school teachers' reflections and practices]. Pedagog. Stud. 94, 160–181. Available online at: http://pedagogischestudien.nl/download?type=document&identifier=640319
    • (2017) Pedagog. Stud , vol.94 , pp. 160-181
    • Keuning, T.1    Van Geel, M.2    Frèrejean, J.3    Van Merriënboer, J.4    Dolmans, D.5    Visscher, A.6
  • 50
    • 84255163139 scopus 로고    scopus 로고
    • Formative assessment: a meta-analysis and a call for research
    • Kingston N., Nash B., (2011). Formative assessment: a meta-analysis and a call for research. Educ. Meas. Issues Pract. 30, 28–37. 10.1111/j.1745-3992.2011.00220.x
    • (2011) Educ. Meas. Issues Pract , vol.30 , pp. 28-37
    • Kingston, N.1    Nash, B.2
  • 52
    • 84925975395 scopus 로고
    • Effects of ability grouping on secondary school students: a meta-analysis of evaluation findings
    • Kulik C. C., Kulik J. A., (1982). Effects of ability grouping on secondary school students: a meta-analysis of evaluation findings. Am. Educ. Res. J. 19, 415–428. 10.3102/00028312019003415
    • (1982) Am. Educ. Res. J , vol.19 , pp. 415-428
    • Kulik, C.C.1    Kulik, J.A.2
  • 53
    • 84970104228 scopus 로고
    • Effectiveness of mastery learning programs: a meta-analysis
    • Kulik C. C., Kulik J. A., Bangert-Drowns R. L., (1990). Effectiveness of mastery learning programs: a meta-analysis. Rev. Educ. Res. 60, 265–299. 10.3102/00346543060002265
    • (1990) Rev. Educ. Res , vol.60 , pp. 265-299
    • Kulik, C.C.1    Kulik, J.A.2    Bangert-Drowns, R.L.3
  • 55
    • 84957928264 scopus 로고    scopus 로고
    • Effectiveness of intelligent tutoring systems: a meta-analytic review
    • Kulik J. A., Fletcher J. D., (2016). Effectiveness of intelligent tutoring systems: a meta-analytic review. Rev. Educ. Res. 86, 42–78. 10.3102/0034654315581420
    • (2016) Rev. Educ. Res , vol.86 , pp. 42-78
    • Kulik, J.A.1    Fletcher, J.D.2
  • 56
    • 84886627377 scopus 로고    scopus 로고
    • Alcohol, tobacco, and other drug use prevention programs in U.S. schools: a descriptive summary
    • 23404662
    • Kumar R., O'malley P. M., Johnston L. D., Laetz V. B., (2013). Alcohol, tobacco, and other drug use prevention programs in U.S. schools: a descriptive summary. Prev. Sci. 14, 581–592. 10.1007/s11121-012-0340-z23404662
    • (2013) Prev. Sci , vol.14 , pp. 581-592
    • Kumar, R.1    O'malley, P.M.2    Johnston, L.D.3    Laetz, V.B.4
  • 58
    • 79551469638 scopus 로고    scopus 로고
    • Peer coaching to improve classroom differentiation: perspectives from project CLUE
    • Latz A. O., Speirs Neumeister K. L., Adams C. M., Pierce R. L., (2009). Peer coaching to improve classroom differentiation: perspectives from project CLUE. Roeper Rev. 31, 27–39. 10.1080/02783190802527356
    • (2009) Roeper Rev , vol.31 , pp. 27-39
    • Latz, A.O.1    Speirs Neumeister, K.L.2    Adams, C.M.3    Pierce, R.L.4
  • 59
    • 84979285069 scopus 로고    scopus 로고
    • Flipped instruction in a high school science classroom
    • Leo J., Puzio K., (2016). Flipped instruction in a high school science classroom. J. Sci. Educ. Technol. 25, 775–781. 10.1007/s10956-016-9634-4
    • (2016) J. Sci. Educ. Technol , vol.25 , pp. 775-781
    • Leo, J.1    Puzio, K.2
  • 60
    • 85053703443 scopus 로고    scopus 로고
    • Effects of differentiated reading instruction on student achievement in middle school
    • *Little C. A., McCoach D. B., Reis S. M., (2014). Effects of differentiated reading instruction on student achievement in middle school. J. Adv. Acad. 25, 384–402. 10.1177/1932202X14549250
    • (2014) J. Adv. Acad , vol.25 , pp. 384-402
    • Little, C.A.1    McCoach, D.B.2    Reis, S.M.3
  • 63
    • 84925386655 scopus 로고    scopus 로고
    • Intelligent tutoring systems and learning outcomes: a meta-analysis
    • Ma W., Adesope O. O., Nesbit J. C., Liu Q., (2014). Intelligent tutoring systems and learning outcomes: a meta-analysis. J. Educ. Psychol. 106, 901–918. 10.1037/a0037123
    • (2014) J. Educ. Psychol , vol.106 , pp. 901-918
    • Ma, W.1    Adesope, O.O.2    Nesbit, J.C.3    Liu, Q.4
  • 64
    • 85017592709 scopus 로고    scopus 로고
    • Computer-adaptive testing: implications for students' achievement, motivation, engagement, and subjective test experience
    • Martin A. J., Lazendic G., (2018). Computer-adaptive testing: implications for students' achievement, motivation, engagement, and subjective test experience. J. Educ. Psychol. 110, 27–45. 10.1037/edu0000205
    • (2018) J. Educ. Psychol , vol.110 , pp. 27-45
    • Martin, A.J.1    Lazendic, G.2
  • 65
    • 33750998187 scopus 로고    scopus 로고
    • Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests
    • *Mastropieri M. A., Scruggs T. E., Norland J. J., Berkeley S., McDuffie K., Tornquist E. H., et al. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. J. Spec. Educ. 40, 130–137. 10.1177/00224669060400030101
    • (2006) J. Spec. Educ , vol.40 , pp. 130-137
    • Mastropieri, M.A.1    Scruggs, T.E.2    Norland, J.J.3    Berkeley, S.4    McDuffie, K.5    Tornquist, E.H.6
  • 66
    • 84929030906 scopus 로고    scopus 로고
    • Development and evaluation of a questionnaire measuring pre-service teachers' teaching behaviour: a rasch modelling approach
    • Maulana R., Helms-Lorenz M., Van de Grift W. J. C. M., (2015). Development and evaluation of a questionnaire measuring pre-service teachers' teaching behaviour: a rasch modelling approach. Sch. Effect. Sch. Improv. 26, 169–194. 10.1080/09243453.2014.939198
    • (2015) Sch. Effect. Sch. Improv , vol.26 , pp. 169-194
    • Maulana, R.1    Helms-Lorenz, M.2    Van de Grift, W.J.C.M.3
  • 67
    • 84980027983 scopus 로고    scopus 로고
    • Validating a model of effective teaching behaviour of pre-service teachers
    • Maulana R., Helms-Lorenz M., Van de Grift W. J. C. M., (2017). Validating a model of effective teaching behaviour of pre-service teachers. Teach. Teach. Theor. Pract. 23, 471–493. 10.1080/13540602.2016.1211102
    • (2017) Teach. Teach. Theor. Pract , vol.23 , pp. 471-493
    • Maulana, R.1    Helms-Lorenz, M.2    Van de Grift, W.J.C.M.3
  • 69
    • 0031487901 scopus 로고    scopus 로고
    • IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms
    • Mevarech Z. R., Kramarski B., (1997). IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. Am. Educ. Res. J. 34, 365–394. 10.3102/00028312034002365
    • (1997) Am. Educ. Res. J , vol.34 , pp. 365-394
    • Mevarech, Z.R.1    Kramarski, B.2
  • 71
    • 85073351442 scopus 로고    scopus 로고
    • Effect of mastery learning on senior secondary school students' cognitive learning outcome in quantitative chemistry
    • –, Available online at
    • *Mitee T. L., Obaitan G. N., (2015). Effect of mastery learning on senior secondary school students' cognitive learning outcome in quantitative chemistry. J. Educ. Pract. 6, 34–38. Available online at: https://files.eric.ed.gov/fulltext/EJ1083639.pdf
    • (2015) J. Educ. Pract , vol.6 , pp. 34-38
    • Mitee, T.L.1    Obaitan, G.N.2
  • 72
    • 84994904809 scopus 로고    scopus 로고
    • Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis
    • Moeyaert M., Ugille M., Beretvas N., Ferron J., Bunuan R., Van den Noortgate W., (2016). Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis. Int. J. Soc. Res. Methodol. 20, 559–572. 10.1080/13645579.2016.1252189
    • (2016) Int. J. Soc. Res. Methodol , vol.20 , pp. 559-572
    • Moeyaert, M.1    Ugille, M.2    Beretvas, N.3    Ferron, J.4    Bunuan, R.5    Van den Noortgate, W.6
  • 73
    • 84948567975 scopus 로고    scopus 로고
    • When is it better to learn together? Insights from research on collaborative learning
    • Nokes-Malach T., Richey J., Gadgil S., (2015). When is it better to learn together? Insights from research on collaborative learning. Educ. Psychol. Rev. 27, 645–656. 10.1007/s10648-015-9312-8
    • (2015) Educ. Psychol. Rev , vol.27 , pp. 645-656
    • Nokes-Malach, T.1    Richey, J.2    Gadgil, S.3
  • 74
    • 41449101559 scopus 로고    scopus 로고
    • Keeping track: structuring equality and inequality in an era of accountability
    • –, Available online at
    • Oakes J., (2008). Keeping track: structuring equality and inequality in an era of accountability. Teach. College Rec. 110, 700–712. Available online at: https://www.tcrecord.org/Content.asp?ContentId=14610
    • (2008) Teach. College Rec , vol.110 , pp. 700-712
    • Oakes, J.1
  • 76
    • 85051355972 scopus 로고    scopus 로고
    • The Resilience of Students with an Immigrant Background
    • Paris, OECD Publishing
    • OECD (2018). The Resilience of Students with an Immigrant Background. Factors that Shape Well-being. Paris: OECD Publishing. 10.1787/9789264292093-en
    • (2018) Factors that Shape Well-being
  • 77
    • 84890900099 scopus 로고    scopus 로고
    • Broadening the view of differentiated instruction differentiation shouldn't end with planning but should continue as teachers adapt their instruction during lessons
    • Parsons S. A., Dodman S. L., Cohen Burrowbridge S., (2013). Broadening the view of differentiated instruction differentiation shouldn't end with planning but should continue as teachers adapt their instruction during lessons. Kappan 95, 38–42. 10.1177/003172171309500107
    • (2013) Kappan , vol.95 , pp. 38-42
    • Parsons, S.A.1    Dodman, S.L.2    Cohen Burrowbridge, S.3
  • 80
    • 60549115048 scopus 로고    scopus 로고
    • Using tiered lessons in mathematics
    • Pierce R., Adams C., (2005). Using tiered lessons in mathematics. Math. Teach. Middle Sch. 11, 144–149.
    • (2005) Math. Teach. Middle Sch , vol.11 , pp. 144-149
    • Pierce, R.1    Adams, C.2
  • 81
    • 85039058914 scopus 로고    scopus 로고
    • Readiness-based differentiation in primary school mathematics: expert recommendations and teacher self-assessment
    • Prast E. J., Van de Weijer-Bergsma E., Kroesbergen E. H., Van Luit Johannes E. H., (2015). Readiness-based differentiation in primary school mathematics: expert recommendations and teacher self-assessment. Frontline Learn. Res. 3, 90–116. 10.14786/flr.v3i2.163
    • (2015) Frontline Learn. Res , vol.3 , pp. 90-116
    • Prast, E.J.1    Van de Weijer-Bergsma, E.2    Kroesbergen, E.H.3    Van Luit4    Johannes, E.H.5
  • 82
    • 72449161777 scopus 로고    scopus 로고
    • Effects of tiered instruction on academic achievement in a secondary science course
    • *Richards M. R. E., Omdal S. N., (2007). Effects of tiered instruction on academic achievement in a secondary science course. J. Adv. Acad. 18, 424–453. 10.4219/jaa-2007-499
    • (2007) J. Adv. Acad , vol.18 , pp. 424-453
    • Richards, M.R.E.1    Omdal, S.N.2
  • 83
    • 77956154973 scopus 로고    scopus 로고
    • REACH: a framework for differentiating classroom instruction
    • Rock M. L., Gregg M., Ellis E., Gable R. A., (2008). REACH: a framework for differentiating classroom instruction. Prev. Sch. Fail. 52, 31–47. 10.3200/PSFL.52.2.31-47
    • (2008) Prev. Sch. Fail , vol.52 , pp. 31-47
    • Rock, M.L.1    Gregg, M.2    Ellis, E.3    Gable, R.A.4
  • 84
    • 84889090077 scopus 로고    scopus 로고
    • Teaching to address diverse learning needs: development and validation of a differentiated instruction scale
    • Roy A., Guay F., Valois P., (2013). Teaching to address diverse learning needs: development and validation of a differentiated instruction scale. Int. J. Inclus. Educ. 17, 1186–1204. 10.1080/13603116.2012.743604
    • (2013) Int. J. Inclus. Educ , vol.17 , pp. 1186-1204
    • Roy, A.1    Guay, F.2    Valois, P.3
  • 85
    • 85041213518 scopus 로고    scopus 로고
    • Meta-analyses of school and instructional effectiveness
    • Scheerens J., (ed), Dordrecht, Springer Science + Business Media, ed
    • Scheerens J., (2016). Meta-analyses of school and instructional effectiveness, in Educational Effectiveness and Ineffectiveness, ed Scheerens J., (Dordrecht: Springer Science + Business Media), 175–223. 10.1007/978-94-017-7459-8_8
    • (2016) Educational Effectiveness and Ineffectiveness , pp. 175-223
    • Scheerens, J.1
  • 86
    • 85031998265 scopus 로고    scopus 로고
    • Professional growth in adaptive teaching competence as a result of lesson study
    • Schipper T., Goei S. L., de Vries S., van Veen K., (2017). Professional growth in adaptive teaching competence as a result of lesson study. Teach. Teach. Educ. 68, 289–303. 10.1016/j.tate.2017.09.015
    • (2017) Teach. Teach. Educ , vol.68 , pp. 289-303
    • Schipper, T.1    Goei, S.L.2    de Vries, S.3    van Veen, K.4
  • 87
    • 85041523650 scopus 로고    scopus 로고
    • Developing teachers' self-efficacy and adaptive teaching behaviour through lesson study
    • Schipper T., Goei S. L., de Vries S., van Veen K., (2018). Developing teachers' self-efficacy and adaptive teaching behaviour through lesson study. International Journal of Educational Research, 88, 109–120. 10.1016/j.ijer.2018.01.011
    • (2018) International Journal of Educational Research , vol.88 , pp. 109-120
    • Schipper, T.1    Goei, S.L.2    de Vries, S.3    van Veen, K.4
  • 89
    • 77954808013 scopus 로고    scopus 로고
    • International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools
    • –, Available online at
    • Schofield J. W., (2010). International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools. Teach. College Rec. 112, 1492–1528. Available online at: https://www.tcrecord.org/Content.asp?ContentId=15684
    • (2010) Teach. College Rec , vol.112 , pp. 1492-1528
    • Schofield, J.W.1
  • 91
    • 85020785173 scopus 로고    scopus 로고
    • The effectiveness of a technology-enhanced flipped science classroom
    • Sezer B., (2017). The effectiveness of a technology-enhanced flipped science classroom. J. Educ. Comput. Res. 55, 471–494. 10.1177/0735633116671325
    • (2017) J. Educ. Comput. Res , vol.55 , pp. 471-494
    • Sezer, B.1
  • 92
    • 85010465162 scopus 로고    scopus 로고
    • Review of computer-based assessment for learning in elementary and secondary education
    • Shute V. J., Rahimi S., (2017). Review of computer-based assessment for learning in elementary and secondary education. J. Comput. Assist. Learn. 33, 1–19. 10.1111/jcal.12172
    • (2017) J. Comput. Assist. Learn , vol.33 , pp. 1-19
    • Shute, V.J.1    Rahimi, S.2
  • 93
    • 23844455285 scopus 로고    scopus 로고
    • A meta-synthesis of factors related to educational achievement: a methodological approach to summarizing and synthesizing meta-analyses
    • Sipe T. A., Curlette W. L., (1996). A meta-synthesis of factors related to educational achievement: a methodological approach to summarizing and synthesizing meta-analyses. Int. J. Educ. Res. 25, 83–698. 10.1016/S0883-0355(96)80001-2
    • (1996) Int. J. Educ. Res , vol.25 , pp. 83-698
    • Sipe, T.A.1    Curlette, W.L.2
  • 94
    • 72749084827 scopus 로고    scopus 로고
    • The relationship between sample sizes and effect sizes in systematic reviews in education
    • Slavin R., Smith D., (2009). The relationship between sample sizes and effect sizes in systematic reviews in education. Educ. Eval. Policy Anal. 31, 500–506. 10.3102/0162373709352369
    • (2009) Educ. Eval. Policy Anal , vol.31 , pp. 500-506
    • Slavin, R.1    Smith, D.2
  • 95
    • 84973795616 scopus 로고
    • Best-evidence synthesis: an alternative to meta-analytic and traditional reviews
    • Slavin R. E., (1986). Best-evidence synthesis: an alternative to meta-analytic and traditional reviews. Educ. Res. 15, 5–11. 10.3102/0013189X015009005
    • (1986) Educ. Res , vol.15 , pp. 5-11
    • Slavin, R.E.1
  • 96
    • 84970673980 scopus 로고
    • Mastery learning reconsidered
    • Slavin R. E., (1987). Mastery learning reconsidered. Rev. Educ. Res. 57, 175–214. 10.3102/00346543057002175
    • (1987) Rev. Educ. Res , vol.57 , pp. 175-214
    • Slavin, R.E.1
  • 97
    • 84970118636 scopus 로고
    • Achievement effects of ability grouping in secondary schools: a best-evidence synthesis
    • a
    • Slavin R. E., (1990a). Achievement effects of ability grouping in secondary schools: a best-evidence synthesis. Rev. Educ. Res. 60, 471–499. 10.3102/00346543060003471
    • (1990) Rev. Educ. Res , vol.60 , pp. 471-499
    • Slavin, R.E.1
  • 98
    • 84970104224 scopus 로고
    • Mastery learning re-reconsidered
    • b
    • Slavin R. E., (1990b). Mastery learning re-reconsidered. Rev. Educ. Res. 60, 300–302. 10.3102/00346543060002300
    • (1990) Rev. Educ. Res , vol.60 , pp. 300-302
    • Slavin, R.E.1
  • 99
    • 0028861454 scopus 로고
    • Best evidence synthesis. An intelligent alternative to meta-analysis
    • 7853053
    • Slavin R. E., (1995). Best evidence synthesis. An intelligent alternative to meta-analysis. J. Clin. Epidemiol. 48, 9–18. 10.1016/0895-4356(94)00097-A7853053
    • (1995) J. Clin. Epidemiol , vol.48 , pp. 9-18
    • Slavin, R.E.1
  • 100
    • 84885062822 scopus 로고    scopus 로고
    • Effective programmes in reading and mathematics: lessons from the Best Evidence Encyclopaedia
    • Slavin R. E., (2013). Effective programmes in reading and mathematics: lessons from the Best Evidence Encyclopaedia. Sch. Effect. Sch. Improv. 24, 383–391. 10.1080/09243453.2013.797913
    • (2013) Sch. Effect. Sch. Improv , vol.24 , pp. 383-391
    • Slavin, R.E.1
  • 101
    • 23244458446 scopus 로고    scopus 로고
    • A synthesis of research on language of reading instruction for English language learners
    • Slavin R. E., Cheung A., (2005). A synthesis of research on language of reading instruction for English language learners. Rev. Educ. Res. 75, 247–284. 10.3102/00346543075002247
    • (2005) Rev. Educ. Res , vol.75 , pp. 247-284
    • Slavin, R.E.1    Cheung, A.2
  • 102
    • 48149089631 scopus 로고    scopus 로고
    • Effective reading programs for middle and high schools: a best-evidence synthesis
    • Slavin R. E., Cheung A., Groff C., Lake C., (2008). Effective reading programs for middle and high schools: a best-evidence synthesis. Read. Res. Q. 43, 290–322. 10.1598/RRQ.43.3.4
    • (2008) Read. Res. Q , vol.43 , pp. 290-322
    • Slavin, R.E.1    Cheung, A.2    Groff, C.3    Lake, C.4
  • 103
    • 72749111764 scopus 로고    scopus 로고
    • Effective programs in middle and high school mathematics: a best-evidence synthesis
    • Slavin R. E., Lake C., Groff C., (2009). Effective programs in middle and high school mathematics: a best-evidence synthesis. Rev. Educ. Res. 79, 839–911. 10.3102/0034654308330968
    • (2009) Rev. Educ. Res , vol.79 , pp. 839-911
    • Slavin, R.E.1    Lake, C.2    Groff, C.3
  • 104
    • 80053331496 scopus 로고    scopus 로고
    • Measures inherent to treatments in program effectiveness reviews
    • Slavin R. E., Madden N. A., (2011). Measures inherent to treatments in program effectiveness reviews. J. Res. Educ. Effect. 4, 370–380. 10.1080/19345747.2011.558986
    • (2011) J. Res. Educ. Effect , vol.4 , pp. 370-380
    • Slavin, R.E.1    Madden, N.A.2
  • 105
    • 0035440432 scopus 로고    scopus 로고
    • Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice
    • Smeets E., Mooij T., (2001). Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice. Br. J. Educ. Technol. 32, 403. 10.1111/1467-8535.00210
    • (2001) Br. J. Educ. Technol , vol.32 , pp. 403
    • Smeets, E.1    Mooij, T.2
  • 106
    • 85061189408 scopus 로고    scopus 로고
    • Realist review of literature on catering for different instructional needs with preteaching and extended instruction
    • Smets W., Struyven K., (2018). Realist review of literature on catering for different instructional needs with preteaching and extended instruction. Educ. Sci. 8, 113. 10.3390/educsci8030113
    • (2018) Educ. Sci , vol.8 , pp. 113
    • Smets, W.1    Struyven, K.2
  • 107
    • 84865762414 scopus 로고    scopus 로고
    • Differentiated instruction in small schools
    • *Smit R., Humpert W., (2012). Differentiated instruction in small schools. Teach. Teach. Educ. 28, 1152–1162. 10.1016/j.tate.2012.07.003
    • (2012) Teach. Teach. Educ , vol.28 , pp. 1152-1162
    • Smit, R.1    Humpert, W.2
  • 108
    • 85077004711 scopus 로고    scopus 로고
    • Differenzierung als Chance für kleine schulen - empirische befunde im längsschnitt
    • Müller R., Keller A., Kerle U., Raggl A., Steiner E., (eds), Innsbruck, Studienverlag, eds
    • Smit R., Humpert W., Obertüfer-Gahler R., Engeli E., Breuer-Brodmüller M., (2011). Differenzierung als Chance für kleine schulen - empirische befunde im längsschnitt, in Schule im Alpinen Raum, eds Müller R., Keller A., Kerle U., Raggl A., Steiner E., (Innsbruck: Studienverlag), 435–488.
    • (2011) Schule im Alpinen Raum , pp. 435-488
    • Smit, R.1    Humpert, W.2    Obertüfer-Gahler, R.3    Engeli, E.4    Breuer-Brodmüller, M.5
  • 109
    • 85000365316 scopus 로고    scopus 로고
    • What one hundred years of research says about the effects of ability grouping and acceleration on K−12 students' academic achievement: findings of two second-order meta-analyses
    • Steenbergen-Hu S., Makel M. C., Olszewski-Kubilius P., (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K−12 students' academic achievement: findings of two second-order meta-analyses. Rev. Educ. Res. 86, 849–899. 10.3102/0034654316675417
    • (2016) Rev. Educ. Res , vol.86 , pp. 849-899
    • Steenbergen-Hu, S.1    Makel, M.C.2    Olszewski-Kubilius, P.3
  • 111
    • 45649085874 scopus 로고    scopus 로고
    • Differentiated instruction: a research basis
    • –, Available online at
    • Subban P., (2006). Differentiated instruction: a research basis. Int. Educ. J. 7, 935–947. Available online at: http://ehlt.flinders.edu.au/education/iej/articles/v7n7/Subban/BEGIN.HTM
    • (2006) Int. Educ. J , vol.7 , pp. 935-947
    • Subban, P.1
  • 112
    • 85030455410 scopus 로고    scopus 로고
    • Teachers and their implementation of differentiated instruction in the classroom
    • Suprayogi M. N., Valcke M., Godwin R., (2017). Teachers and their implementation of differentiated instruction in the classroom. Teach. Teach. Educ. 67, 291–301. 10.1016/j.tate.2017.06.020
    • (2017) Teach. Teach. Educ , vol.67 , pp. 291-301
    • Suprayogi, M.N.1    Valcke, M.2    Godwin, R.3
  • 113
    • 0035374213 scopus 로고    scopus 로고
    • A selective synthesis of the experimental literature on dynamic assessment
    • Swanson H. L., Lussier C. M., (2001). A selective synthesis of the experimental literature on dynamic assessment. Rev. Educ. Res. 71, 321–363. 10.3102/00346543071002321
    • (2001) Rev. Educ. Res , vol.71 , pp. 321-363
    • Swanson, H.L.1    Lussier, C.M.2
  • 114
    • 33845311281 scopus 로고    scopus 로고
    • Ability grouping is not just tracking anymore
    • Tieso C. L., (2003). Ability grouping is not just tracking anymore. Roeper Rev. 26, 29–36. 10.1080/02783190309554236
    • (2003) Roeper Rev , vol.26 , pp. 29-36
    • Tieso, C.L.1
  • 115
    • 84929072829 scopus 로고    scopus 로고
    • Teaching for excellence in academically diverse classrooms
    • Tomlinson C., (2015). Teaching for excellence in academically diverse classrooms. Society 52, 203–209. 10.1007/s12115-015-9888-0
    • (2015) Society , vol.52 , pp. 203-209
    • Tomlinson, C.1
  • 116
    • 84973836635 scopus 로고
    • Deciding to differentiate instruction in middle school: one school's journey
    • Tomlinson C. A., (1995). Deciding to differentiate instruction in middle school: one school's journey. Gifted Child Q. 39, 77–87. 10.1177/001698629503900204
    • (1995) Gifted Child Q , vol.39 , pp. 77-87
    • Tomlinson, C.A.1
  • 117
    • 22844456918 scopus 로고    scopus 로고
    • Mapping a route toward differentiated instruction
    • Tomlinson C. A., (1999). Mapping a route toward differentiated instruction. Pers. Learn. 57, 12–16.
    • (1999) Pers. Learn , vol.57 , pp. 12-16
    • Tomlinson, C.A.1
  • 119
    • 10244230995 scopus 로고    scopus 로고
    • Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature
    • Tomlinson C. A., Brighton C., Hertberg H., Callahan C. M., Moon T. R., Brimijoin K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. J. Educ. Gifted 27, 119–145. 10.1177/016235320302700203
    • (2003) J. Educ. Gifted , vol.27 , pp. 119-145
    • Tomlinson, C.A.1    Brighton, C.2    Hertberg, H.3    Callahan, C.M.4    Moon, T.R.5    Brimijoin, K.6
  • 121
  • 122
    • 85021840551 scopus 로고    scopus 로고
    • Teachers' professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers' professional learning and on students' achievement
    • Valiandes S., Neophytou L., (2018). Teachers' professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers' professional learning and on students' achievement. Teach. Dev. 22, 123–138. 10.1080/13664530.2017.1338196
    • (2018) Teach. Dev , vol.22 , pp. 123-138
    • Valiandes, S.1    Neophytou, L.2
  • 124
    • 34249079445 scopus 로고    scopus 로고
    • Quality of teaching in four European countries: A review of the literature and application of an assessment instrument
    • Van de Grift W. J. C. M., (2007). Quality of teaching in four European countries: A review of the literature and application of an assessment instrument. Educ. Res. 49, 127–152. 10.1080/00131880701369651
    • (2007) Educ. Res , vol.49 , pp. 127-152
    • Van de Grift, W.J.C.M.1
  • 125
    • 84919678315 scopus 로고    scopus 로고
    • Teaching skills of student teachers: calibration of an evaluation instrument and its value in predicting student academic engagement
    • Van de Grift W. J. C. M., Helms-Lorenz M., Maulana R., (2014). Teaching skills of student teachers: calibration of an evaluation instrument and its value in predicting student academic engagement. Stud. Educ. Eval. 43, 150–159. 10.1016/j.stueduc.2014.09.003
    • (2014) Stud. Educ. Eval , vol.43 , pp. 150-159
    • Van de Grift, W.J.C.M.1    Helms-Lorenz, M.2    Maulana, R.3
  • 126
    • 77956427769 scopus 로고    scopus 로고
    • Scaffolding in Teacher–Student interaction: a decade of research
    • Van de Pol J., Volman M., Beishuizen J., (2010). Scaffolding in Teacher–Student interaction: a decade of research. Educ. Psychol. Rev. 22, 271–296. 10.1007/s10648-010-9127-6
    • (2010) Educ. Psychol. Rev , vol.22 , pp. 271-296
    • Van de Pol, J.1    Volman, M.2    Beishuizen, J.3
  • 127
    • 84938964157 scopus 로고    scopus 로고
    • The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support
    • Van de Pol J., Volman M., Oort F., Beishuizen J., (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instruct. Sci. 43, 615–641. 10.1007/s11251-015-9351-z
    • (2015) Instruct. Sci , vol.43 , pp. 615-641
    • Van de Pol, J.1    Volman, M.2    Oort, F.3    Beishuizen, J.4
  • 128
    • 84934954105 scopus 로고    scopus 로고
    • Effects of feedback in a computer-based learning environment on students' learning outcomes
    • Van der Kleij F., Feskens R. C. W., Eggen T. J. H. M., (2015). Effects of feedback in a computer-based learning environment on students' learning outcomes. Rev. Educ. Res. 85, 475–511. 10.3102/0034654314564881
    • (2015) Rev. Educ. Res , vol.85 , pp. 475-511
    • Van der Kleij, F.1    Feskens, R.C.W.2    Eggen, T.J.H.M.3
  • 129
    • 85026398764 scopus 로고    scopus 로고
    • Individual differences in teacher development: an exploration of the applicability of a stage model to assess individual teachers
    • Van der Lans R. M., Van de Grift W. J. C. M., van Veen K., (2017). Individual differences in teacher development: an exploration of the applicability of a stage model to assess individual teachers. Learn. Individ. Diff. 58, 46–55. 10.1016/j.lindif.2017.07.007
    • (2017) Learn. Individ. Diff , vol.58 , pp. 46-55
    • Van der Lans, R.M.1    Van de Grift, W.J.C.M.2    van Veen, K.3
  • 130
    • 85008311839 scopus 로고    scopus 로고
    • Developing an instrument for teacher feedback: using the rasch model to explore teachers' development of effective teaching strategies and behaviors
    • Van der Lans R. M., Van de Grift W. J. C. M., van Veen K., (2018). Developing an instrument for teacher feedback: using the rasch model to explore teachers' development of effective teaching strategies and behaviors. J. Exp. Educ. 86, 247–264. 10.1080/00220973.2016.1268086
    • (2018) J. Exp. Educ , vol.86 , pp. 247-264
    • Van der Lans, R.M.1    Van de Grift, W.J.C.M.2    van Veen, K.3
  • 132
    • 85039061845 scopus 로고    scopus 로고
    • Oefent een leerling meer door niveaudifferentiatie? Het effect van data-gestuurde differentiatie op leerinspanning en de rol van eerder behaalde cijfers. [Does a learner practice more because of readiness-based differentiation? The effect of data-driven differentiation on learning effort and the role of prior grades]
    • –, Available online at
    • Van Halem N., Van Klaveren C. P. B. J., Cornelisz I., (2017). Oefent een leerling meer door niveaudifferentiatie? Het effect van data-gestuurde differentiatie op leerinspanning en de rol van eerder behaalde cijfers. [Does a learner practice more because of readiness-based differentiation? The effect of data-driven differentiation on learning effort and the role of prior grades]. Pedagog. Stud. 94, 182–195. Available online at: http://pedagogischestudien.nl/download?type=document&identifier=640298
    • (2017) Pedagog. Stud , vol.94 , pp. 182-195
    • Van Halem, N.1    Van Klaveren, C.P.B.J.2    Cornelisz, I.3
  • 133
    • 85018635383 scopus 로고    scopus 로고
    • The effect of adaptive versus static practicing on student learning - evidence from a randomized field experiment
    • Van Klaveren C., Vonk S., Cornelisz I., (2017). The effect of adaptive versus static practicing on student learning - evidence from a randomized field experiment. Econ. Educ. Rev. 58, 175–187. 10.1016/j.econedurev.2017.04.003
    • (2017) Econ. Educ. Rev , vol.58 , pp. 175-187
    • Van Klaveren, C.1    Vonk, S.2    Cornelisz, I.3
  • 134
    • 85007866468 scopus 로고    scopus 로고
    • The development and use of a structured teacher observation scale to assess differentiated best practice
    • Van Tassel-Baska J., Quek C., Feng A. X., (2006). The development and use of a structured teacher observation scale to assess differentiated best practice. Roeper Rev. 29, 84–92. 10.1080/02783190709554391
    • (2006) Roeper Rev , vol.29 , pp. 84-92
    • Van Tassel-Baska, J.1    Quek, C.2    Feng, A.X.3
  • 135
    • 70349379951 scopus 로고    scopus 로고
    • Developing adaptive teaching competency through coaching
    • *Vogt F., Rogalla M., (2009). Developing adaptive teaching competency through coaching. Teach. Teach. Educ. 25, 1051–1060. 10.1016/j.tate.2009.04.002
    • (2009) Teach. Teach. Educ , vol.25 , pp. 1051-1060
    • Vogt, F.1    Rogalla, M.2
  • 136
    • 84887524638 scopus 로고    scopus 로고
    • Using adaptive learning technologies to personalize instruction to student interests: the impact of relevant contexts on performance and learning outcomes
    • Walkington C. A., (2013). Using adaptive learning technologies to personalize instruction to student interests: the impact of relevant contexts on performance and learning outcomes. J. Educ. Psychol. 105, 932–945. 10.1037/a0031882
    • (2013) J. Educ. Psychol , vol.105 , pp. 932-945
    • Walkington, C.A.1
  • 137
    • 63749109123 scopus 로고    scopus 로고
    • Effects of mastery learning approach on secondary school students' physics achievement
    • *Wambugu P. W., Changeiywo J. M., (2008). Effects of mastery learning approach on secondary school students' physics achievement. EURASIA J. Math. Sci. Technol. Educ. 4, 293–302. 10.12973/ejmste/75352
    • (2008) EURASIA J. Math. Sci. Technol. Educ , vol.4 , pp. 293-302
    • Wambugu, P.W.1    Changeiywo, J.M.2
  • 138
    • 84952101994 scopus 로고
    • What influences learning? A content analysis of review literature
    • Wang M. C., Haertel G. D., Walberg H. J., (1990). What influences learning? A content analysis of review literature. J. Educ. Res. 84, 30–43. 10.1080/00220671.1990.10885988
    • (1990) J. Educ. Res , vol.84 , pp. 30-43
    • Wang, M.C.1    Haertel, G.D.2    Walberg, H.J.3
  • 139
    • 84907465535 scopus 로고    scopus 로고
    • The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England
    • Wilkinson S. D., Penney D., (2014). The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England. Educ. Rev. 66, 411–427. 10.1080/00131911.2013.787971
    • (2014) Educ. Rev , vol.66 , pp. 411-427
    • Wilkinson, S.D.1    Penney, D.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.