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

Autor/inn/en	Valiandes, Stavroula; Neophytou, Lefkios
Titel	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
Quelle	In: Teacher Development, 22 (2018) 1, S.123-138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1338196
Schlagwörter	Faculty Development; Academic Achievement; Instructional Effectiveness; Grade 4; Elementary School Teachers; Individualized Instruction; Ability Grouping; Teaching Methods; Grouping (Instructional Purposes); Item Response Theory; Foreign Countries; Greek; Language Teachers; Measures (Individuals); Statistical Analysis; Cyprus + Suchen Sie Ihr Suchwort? Schulleistung; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Homogene Gruppierung; Niveaugruppierung; Streaming; Teaching method; Lehrmethode; Unterrichtsmethode; Grouping; Gruppenbildung; Item-Response-Theorie; Ausland; Grieche; Griechisch; Language teacher; Sprachunterricht; Messdaten; Statistische Analyse; Zypern
Abstract	The present article reports the results of a study performed to investigate and examine the characteristics of a teachers' professional development program (Teachers' Professional Development Program for Differentiated Instruction [PDD]) specially designed to support teachers in the design and application of differentiated instruction. Considering the characteristics of high-quality professional development programs (i.e. active learning, collective participation, closely related to the curriculum and the existing teaching realities, sufficient duration and continuance), the PDD aimed to facilitate change in both attitudes and practices of the participants. The study provides evidence of the success of the program, both in terms of teacher professional development and student achievement, and discusses the elements that made this program successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01