Publication

Measuring differentiated instruction in the Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level

Maulana, R., Smale-Jacobse, A., Helms-Lorenz, M., Chun, S. & Lee, O., 4-Nov-2019, In : European Journal of Psychology of Education. p. 1-29

Research output: Contribution to journalArticleAcademicpeer-review

APA

Maulana, R., Smale-Jacobse, A., Helms-Lorenz, M., Chun, S., & Lee, O. (2019). Measuring differentiated instruction in the Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education, 1-29. https://doi.org/10.1007/s10212-019-00446-4

Author

Maulana, Ridwan ; Smale-Jacobse, Annemieke ; Helms-Lorenz, Michelle ; Chun, Seyeoung ; Lee, Okhwa. / Measuring differentiated instruction in the Netherlands and South Korea : Factor structure equivalence, correlates, and complexity level. In: European Journal of Psychology of Education. 2019 ; pp. 1-29.

Harvard

Maulana, R, Smale-Jacobse, A, Helms-Lorenz, M, Chun, S & Lee, O 2019, 'Measuring differentiated instruction in the Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level', European Journal of Psychology of Education, pp. 1-29. https://doi.org/10.1007/s10212-019-00446-4

Standard

Measuring differentiated instruction in the Netherlands and South Korea : Factor structure equivalence, correlates, and complexity level. / Maulana, Ridwan; Smale-Jacobse, Annemieke; Helms-Lorenz, Michelle; Chun, Seyeoung; Lee, Okhwa.

In: European Journal of Psychology of Education, 04.11.2019, p. 1-29.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Maulana R, Smale-Jacobse A, Helms-Lorenz M, Chun S, Lee O. Measuring differentiated instruction in the Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education. 2019 Nov 4;1-29. https://doi.org/10.1007/s10212-019-00446-4


BibTeX

@article{81b8ecee5e604138823369616f3bf4d3,
title = "Measuring differentiated instruction in the Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level",
abstract = "Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.",
keywords = "MEASURING TEACHING QUALITY, OF-THE-ART, MEASURING TEACHING EDUCATIONAL-EFFECTIVENESS, TEACHERS, METAANALYSIS, MODEL, INSTRUMENT, ENGAGEMENT, EXCELLENCE, FRAMEWORK",
author = "Ridwan Maulana and Annemieke Smale-Jacobse and Michelle Helms-Lorenz and Seyeoung Chun and Okhwa Lee",
year = "2019",
month = "11",
day = "4",
doi = "10.1007/s10212-019-00446-4",
language = "English",
pages = "1--29",
journal = "European Journal of Psychology of Education",
issn = "0256-2928",
publisher = "SPRINGER",

}

RIS

TY - JOUR

T1 - Measuring differentiated instruction in the Netherlands and South Korea

T2 - Factor structure equivalence, correlates, and complexity level

AU - Maulana, Ridwan

AU - Smale-Jacobse, Annemieke

AU - Helms-Lorenz, Michelle

AU - Chun, Seyeoung

AU - Lee, Okhwa

PY - 2019/11/4

Y1 - 2019/11/4

N2 - Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.

AB - Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.

KW - MEASURING TEACHING QUALITY

KW - OF-THE-ART

KW - MEASURING TEACHING EDUCATIONAL-EFFECTIVENESS

KW - TEACHERS

KW - METAANALYSIS

KW - MODEL

KW - INSTRUMENT

KW - ENGAGEMENT

KW - EXCELLENCE

KW - FRAMEWORK

U2 - 10.1007/s10212-019-00446-4

DO - 10.1007/s10212-019-00446-4

M3 - Article

SP - 1

EP - 29

JO - European Journal of Psychology of Education

JF - European Journal of Psychology of Education

SN - 0256-2928

ER -

ID: 107811469