School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction

2015 ◽  
Vol 122 (1) ◽  
pp. 111-131 ◽  
Author(s):  
Yvonne Goddard ◽  
Roger Goddard ◽  
Minjung Kim
Keyword(s):  
Student Achievement ◽  
Differentiated Instruction ◽  
Group Norms ◽  
Instructional Climate

Culturally Responsive Differentiated Instruction: Narrowing Gaps between Best Pedagogical Practices Benefiting All Learners

2009 ◽  
Vol 111 (1) ◽  
pp. 214-247 ◽  
Author(s):  
Lorri J. Santamaria
Keyword(s):  
Preservice Teachers ◽  
Student Achievement ◽  
Differentiated Instruction ◽  
Research Design ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Common Ground ◽  
Linguistic Diversity ◽  
Diverse Students ◽  
Cultural And Linguistic Diversity

Background/Context Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturally responsive teaching (CRT) is considered more appropriate for responding to cultural and linguistic diversity. Furthermore, although the literature base on DI recognizes cultural and linguistic diversity, it offers little in terms of ways to address these differences. Purpose/Objective/Research Question/Focus of Study The focus of this contribution is to assist the educational community in recognizing pedagogical differences, while finding common ground, in identifying complementary teaching practices for all students, including culturally diverse students and English language learners (ELLs). CRT and DI provide frameworks with which to discuss a reconciliation of both theory-to-practice approaches with the hope that a common framework will better serve educators and preservice teachers working with diverse students in complex multidimensional classrooms. Setting This research took place at two CLD elementary schools serving ELLs in North San Diego County, California. Schools were chosen because both are reaching high levels of academic achievement and are closing achievement gaps, dispelling the myth that high levels of poverty and/or CLD student populations lead to lower student achievement. Research Design The research design employed was a qualitative case study. Data Collection and Analysis Over 5 years, observations, recorded conversations among teachers, administrators, students, and parents, and supporting documents collected from both schools were initially coded by reading through responses and documents. Using a qualitative analysis procedure, codes were generated to identify data relevant to general features of DI and CRT. This was followed by more focused coding wherein previous codes were reviewed, erroneous information was eliminated, and smaller codes were then combined into larger ones. Finally, codes were organized into larger themes identified and grounded by DI and CRT literature. Conclusions/Recommendations The best teaching practices are those that consider all learners in a classroom setting and pay close attention to differences inherent to academic, cultural, linguistic, and socioeconomic diversity. Through a closer examination of two different, seemingly distinct, theoretical models that have rarely been linked or reconciled, educators may be able to determine what is appropriate for particular groups of students in particular classrooms in particular locales. In implementing school reform efforts to improve student achievement, reconciliation of best teaching practices and the creation of hybrid pedagogies are critical in addressing a future of an increasingly diverse country and global community.

Group Norms for Differentiated Instruction Measure

2015 ◽  
Author(s):  
Yvonne Goddard ◽  
Roger Goddard ◽  
Minjung Kim
Keyword(s):  
Differentiated Instruction ◽  
Group Norms

scholarly journals Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course

2021 ◽  
Vol 16 (11) ◽  
pp. 25
Author(s):  
Najeh Rajeh Alsalhi ◽  
Rasha Abdelrahman ◽  
Atef F. I. Abdelkader ◽  
Sharif Salim Al-Yatim ◽  
Mahmoud Habboush ◽  
...  
Keyword(s):  
Student Achievement ◽  
Differentiated Instruction ◽  
Teaching Strategy ◽  
Intermediate Stage ◽  
Study Data ◽  
Intermediate School ◽  
Positive Attitudes ◽  
Science Curricula ◽  
And Control ◽  
The Impact

This study aimed to investigate the impact of using the differentiated instruction strategy on stu-dents ’achievement in an intermediate school course and their attitudes towards it. The study was conducted using a semi-experimental method. Participants were 483 students, split into two groups: empiric (n = 244) and control (n = 239). Achievement tests and questionnaires were used as tools for this study. Data analyzed through the SPSS program. The results indicated that there were statistically significant differences between the groups for the benefit of the empiric group that taught via DI. The results also revealed positive attitudes towards the strategy used. The study recommends that attention to applying the differentiated teaching strategy for teaching science curricula and other textbooks

Working Hard to Achieve Self-Defining Group Goals: A Social Identity Analysis

2000 ◽  
Vol 31 (4) ◽  
pp. 191-203 ◽  
Author(s):  
Kelly S. Fielding ◽  
Michael A. Hogg
Keyword(s):  
Social Identity ◽  
Group Identification ◽  
Group Norms ◽  
Identity Threat ◽  
Traditional Research ◽  
Identity Model ◽  
Group Goals ◽  
And Performance ◽  
Substantial Effort

Summary: A social identity model of effort exertion in groups is presented. In contrast to most traditional research on productivity and performance motivation, the model is assumed to apply to groups of all sizes and nature, and to all membership contingent norms that specify group behaviors and goals. It is proposed that group identification renders behavior group-normative and encourages people to behave in line with group norms. The effect should be strengthened among people who most need consensual identity validation from fellow members, and in intergroup contexts where there is inescapable identity threat from an outgroup. Together these processes should encourage people to exert substantial effort on behalf of their group.

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