Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective

Annemieke Smale-Jacobse; Peter Moorer; Ridwan Maulana; Michelle Helms-Lorenz; Carmen María Fernández-García; Mercedes Inda-Caro; Seyeoung Chun; Abid Shahzad; Okhwa Lee; Amarjargal Adiyasuren; Yulia Irnidayanti; Ulziisaikhan Galindev; Nurul Fadhilah

doi:10.1007/978-3-031-31678-4_23

Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective

Annemieke Smale-Jacobse^*, Peter Moorer, Ridwan Maulana, Michelle Helms-Lorenz, Carmen María Fernández-García, Mercedes Inda-Caro, Seyeoung Chun, Abid Shahzad, Okhwa Lee, Amarjargal Adiyasuren, Yulia Irnidayanti, Ulziisaikhan Galindev, Nurul Fadhilah

^*Corresponding author for this work

Teaching and Teacher Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Abstract

Internationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the literature are connected to analyses of classroom observation-data collected in six countries including Indonesia, the Netherlands, Mongolia, Pakistan, South Korea and Spain. The chapter aims to contribute to insights into factors related to DI and into differences in these associations between the six countries. This chapter concludes by discussing scientific and practical implications.

Original language	English
Title of host publication	Effective Teaching Around the World
Subtitle of host publication	Theoretical, Empirical, Methodological and Practical Insights
Editors	Ridwan Maulana, Michelle Helms-Lorenz, Robert M. Klassen
Publisher	Springer International Publishing AG
Chapter	23
Pages	509-540
Number of pages	32
ISBN (Electronic)	9783031316784
ISBN (Print)	9783031316777
DOIs	https://doi.org/10.1007/978-3-031-31678-4_23
Publication status	Published - 28-Jun-2023

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Smale-Jacobse, A., Moorer, P., Maulana, R., Helms-Lorenz, M., Fernández-García, C. M., Inda-Caro, M., Chun, S., Shahzad, A., Lee, O., Adiyasuren, A., Irnidayanti, Y., Galindev, U., & Fadhilah, N. (2023). Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective. In R. Maulana, M. Helms-Lorenz, & R. M. Klassen (Eds.), Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights (pp. 509-540). Springer International Publishing AG. https://doi.org/10.1007/978-3-031-31678-4_23

Smale-Jacobse, Annemieke ; Moorer, Peter ; Maulana, Ridwan et al. / Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom : A cross-national perspective. Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights. editor / Ridwan Maulana ; Michelle Helms-Lorenz ; Robert M. Klassen. Springer International Publishing AG, 2023. pp. 509-540

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abstract = "Internationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the literature are connected to analyses of classroom observation-data collected in six countries including Indonesia, the Netherlands, Mongolia, Pakistan, South Korea and Spain. The chapter aims to contribute to insights into factors related to DI and into differences in these associations between the six countries. This chapter concludes by discussing scientific and practical implications.",

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Smale-Jacobse, A, Moorer, P, Maulana, R , Helms-Lorenz, M, Fernández-García, CM, Inda-Caro, M, Chun, S, Shahzad, A, Lee, O, Adiyasuren, A, Irnidayanti, Y, Galindev, U & Fadhilah, N 2023, Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective. in R Maulana, M Helms-Lorenz & RM Klassen (eds), Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights. Springer International Publishing AG, pp. 509-540. https://doi.org/10.1007/978-3-031-31678-4_23

Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective. / Smale-Jacobse, Annemieke; Moorer, Peter; Maulana, Ridwan et al.
Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights. ed. / Ridwan Maulana; Michelle Helms-Lorenz; Robert M. Klassen. Springer International Publishing AG, 2023. p. 509-540.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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AU - Helms-Lorenz, Michelle

AU - Fernández-García, Carmen María

AU - Inda-Caro, Mercedes

AU - Chun, Seyeoung

AU - Shahzad, Abid

AU - Lee, Okhwa

AU - Adiyasuren, Amarjargal

AU - Irnidayanti, Yulia

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AB - Internationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the literature are connected to analyses of classroom observation-data collected in six countries including Indonesia, the Netherlands, Mongolia, Pakistan, South Korea and Spain. The chapter aims to contribute to insights into factors related to DI and into differences in these associations between the six countries. This chapter concludes by discussing scientific and practical implications.

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Smale-Jacobse A, Moorer P, Maulana R , Helms-Lorenz M, Fernández-García CM, Inda-Caro M et al. Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective. In Maulana R, Helms-Lorenz M, Klassen RM, editors, Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights. Springer International Publishing AG. 2023. p. 509-540 doi: 10.1007/978-3-031-31678-4_23

Exploring how teachers' personal characteristics, teaching behaviors and contextual factors are related to differentiated instruction in the classroom: A cross-national perspective

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Effective teaching around the world: Theoretical, empirical, methodological and practical insights

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