Differentiated Instruction in Secondary Education Across Countries: Measurement Invariance and Comparison

  • Maulana, R. (Contributor)
  • Feng, X. (Speaker)
  • Helms-Lorenz, M. (Contributor)
  • James Ko (Contributor)
  • Seyeoung Chun (Contributor)
  • Abid Shahzad (Contributor)
  • Yulia Irnidayanti (Contributor)
  • Okhwa Lee (Contributor)
  • Thelma de Jager (Contributor)
  • Thys Coetzee (Contributor)
  • Nurul Fadhilah (Contributor)
  • Carmen-Maria Fernandez-Garcia (Contributor)
  • Mercedes Inda Caro (Contributor)
  • Kington Alison (Contributor)
  • Looker Ben (Contributor)
  • Adiyasuren Amarjargal (Contributor)
  • Galindev Ulziisaikhan (Contributor)

Activiteit: Academic presentation › Academic

Description

Based on the conceptualization of differentiated instruction in the framework of the International Comparative Analysis of Teaching and Learning (ICALT) project, this study investigates the extent to which the measure of secondary school teachers’ differentiated instruction is invariant and can be compared in a valid way across ten countries participating in the project. Such information adds to our understanding of the similarities and differences in teaching from an international perspective.
A total of 3405 secondary school teachers from ten countries, including Netherlands (N = 600), Mongolia (N = 403), Pakistan (N = 400), Spain (N = 344), Indonesia (N = 335), the United States (N = 320), South Africa (N = 302), Hong Kong-China (N = 284), and South Korea (N = 208), and England (N = 209) were observed using Differentiated Instruction Scale (Van de Grift et al., 2014). The scale consists of 12 low-inference sub-indicators (rated 0 and 1) categorized into 4 high-inference indicators (rated 1 - 4). Categorical MGCFA was performed to test measurement invariance at configural, metric, and scalar levels.
Results provide adequate support for partial scalar invariance, implying that the latent factor structure, indicator factor loadings, and part of the thresholds are invariant, and interpreted and responded to in a similar manner across eight countries (i.e. The Netherlands, Mongolia, Spain, Indonesia, the United States, South Africa, South Korea, and England). It indicates that comparisons of the latent means of differentiated instruction across countries seem to be acceptable. In this study, English teachers were rated with the highest levels of differentiation skill, followed by South Korea, Mongolia, South Africa, Spain, The Netherlands, Indonesia, and the United States.
Periode10-jan.-2022
EvenementstitelICSEI Virtual Congress 2022 : Back to the Future? Problems and Possibilities for Educational Equity, Quality and Sustainability
EvenementstypeConference
Mate van erkenningInternational

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