Pub Date : 2025-08-01DOI: 10.1016/j.stueduc.2025.101494
Aron Decuyper , Mathea Simons , Ruben Vanderlinde
While effective teaching behaviour is crucial for students’ academic outcomes, little research has been conducted on it in team teaching. The limited research is primarily based on self-reported data from teachers, which may not fully capture actual teaching practices. This qualitative study addresses this gap by employing video-based observation data from twelve teams engaged in team teaching. The ICALT observation instrument (Van de Grift, 2007) is used to assess teachers’ (n = 27) effective teaching behaviour in team teaching. The findings indicate that teachers generally exhibit effective teaching behaviour during team teaching. Moreover, through horizontal and vertical analysis, the study identifies three distinct categories of teams based on their degree of effective teaching behaviour: (1) struggling, (2) complementary, and (3) excelling teams. These findings provide valuable insights into the nuances of team dynamics and their impact on teaching effectiveness.
虽然有效的教学行为对学生的学业成绩至关重要，但在团队教学中对其进行的研究却很少。有限的研究主要基于教师的自我报告数据，可能无法完全捕捉实际的教学实践。本定性研究通过采用来自12个从事团队教学的团队的基于视频的观察数据来解决这一差距。采用ICALT观察仪（Van de Grift, 2007）评估教师（n = 27）在团队教学中的有效教学行为。研究结果表明，教师在团队教学中普遍表现出有效的教学行为。此外，通过横向和纵向分析，该研究根据有效教学行为的程度确定了三种不同类型的团队：(1)挣扎型团队，(2)互补型团队和(3)卓越型团队。这些发现为团队动态的细微差别及其对教学效果的影响提供了有价值的见解。
{"title":"Teachers’ effective teaching behaviour during team teaching: A video-based observation study","authors":"Aron Decuyper , Mathea Simons , Ruben Vanderlinde","doi":"10.1016/j.stueduc.2025.101494","DOIUrl":"10.1016/j.stueduc.2025.101494","url":null,"abstract":"<div><div>While effective teaching behaviour is crucial for students’ academic outcomes, little research has been conducted on it in team teaching. The limited research is primarily based on self-reported data from teachers, which may not fully capture actual teaching practices. This qualitative study addresses this gap by employing video-based observation data from twelve teams engaged in team teaching. The ICALT observation instrument (<span><span>Van de Grift, 2007</span></span>) is used to assess teachers’ (n = 27) effective teaching behaviour in team teaching. The findings indicate that teachers generally exhibit effective teaching behaviour during team teaching. Moreover, through horizontal and vertical analysis, the study identifies three distinct categories of teams based on their degree of effective teaching behaviour: (1) struggling, (2) complementary, and (3) excelling teams. These findings provide valuable insights into the nuances of team dynamics and their impact on teaching effectiveness.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101494"},"PeriodicalIF":2.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-31DOI: 10.1016/j.stueduc.2025.101492
Sherron Benson McKendall , Alan McKendall , Michael Mann , Alfgeir Kristjansson , Catherine Morton , Summer Kuhn , Merge McMillion , Ann Chester
In the 1960’s, federally funded pre-college academic enrichment programs were created to address the education barriers experienced by underserved students. Yet, the gaps continue to persist. This study examined psychosocial factors (e.g., pro academic identity, intellectual risk taking, social support, intentions, participatory community citizenship, etc.) for improving academic outcomes and wellbeing for participants in an out-of-school-time (OST) STEM+Medicine program. Participants’ psychosocial responses were compared to a control group. Results revealed that program participants showed significant differences on key psychosocial factors compared to non-participants. Significant relationships were shown between the primary variables (i.e., intentions and participatory community citizenship scale-b) and demographic/psychosocial variables through Ordinary Least Squares (OLS) regression and path analysis models.
{"title":"The HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success","authors":"Sherron Benson McKendall , Alan McKendall , Michael Mann , Alfgeir Kristjansson , Catherine Morton , Summer Kuhn , Merge McMillion , Ann Chester","doi":"10.1016/j.stueduc.2025.101492","DOIUrl":"10.1016/j.stueduc.2025.101492","url":null,"abstract":"<div><div>In the 1960’s, federally funded pre-college academic enrichment programs were created to address the education barriers experienced by underserved students. Yet, the gaps continue to persist. This study examined psychosocial factors (e.g., pro academic identity, intellectual risk taking, social support, intentions, participatory community citizenship, etc.) for improving academic outcomes and wellbeing for participants in an out-of-school-time (OST) STEM+Medicine program. Participants’ psychosocial responses were compared to a control group. Results revealed that program participants showed significant differences on key psychosocial factors compared to non-participants. Significant relationships were shown between the primary variables (i.e., intentions and participatory community citizenship scale-b) and demographic/psychosocial variables through Ordinary Least Squares (OLS) regression and path analysis models.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101492"},"PeriodicalIF":2.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-30DOI: 10.1016/j.stueduc.2025.101497
Juliane Borchers , Marina Silva da Cunha
This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.
{"title":"School performance and inequality of opportunities in Latin America","authors":"Juliane Borchers , Marina Silva da Cunha","doi":"10.1016/j.stueduc.2025.101497","DOIUrl":"10.1016/j.stueduc.2025.101497","url":null,"abstract":"<div><div>This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101497"},"PeriodicalIF":2.6,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-26DOI: 10.1016/j.stueduc.2025.101495
Felix Bittmann
Reforms have aimed to make the German educational system more permeable. Today, obtaining the highest level of secondary education is possible regardless of the track to which a student has transferred. However promising, research has indicated that these hopes of easier upward mobility have only been partially fulfilled, as many students who began their educational journeys on a non-academic track displayed diversion effects—that is, a loss of initially high aspirations. Panel data allows for testing whether educational outcomes are influenced by the choice of school track among highly motivated students. Our results show that competencies and satisfaction are not affected once self-selection into tracks is accounted for. Regarding the attainment of the final degree, the difference between the academic track (Gymnasium) and the non-academic tracks amounts to approximately 13 percentage points. These findings suggest that diversion effects are smaller than previously reported. Policymakers, in particular, should be aware of these differences.
{"title":"Less alarming than assumed: New insights on diversion effects in German secondary education","authors":"Felix Bittmann","doi":"10.1016/j.stueduc.2025.101495","DOIUrl":"10.1016/j.stueduc.2025.101495","url":null,"abstract":"<div><div>Reforms have aimed to make the German educational system more permeable. Today, obtaining the highest level of secondary education is possible regardless of the track to which a student has transferred. However promising, research has indicated that these hopes of easier upward mobility have only been partially fulfilled, as many students who began their educational journeys on a non-academic track displayed diversion effects—that is, a loss of initially high aspirations. Panel data allows for testing whether educational outcomes are influenced by the choice of school track among highly motivated students. Our results show that competencies and satisfaction are not affected once self-selection into tracks is accounted for. Regarding the attainment of the final degree, the difference between the academic track (Gymnasium) and the non-academic tracks amounts to approximately 13 percentage points. These findings suggest that diversion effects are smaller than previously reported. Policymakers, in particular, should be aware of these differences.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101495"},"PeriodicalIF":2.6,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-25DOI: 10.1016/j.stueduc.2025.101496
Rajabu Abdalah Shafii , Jean-Louis Berger
This scoping review explored the formative assessment (FA) practices, assessment literacy, and perceived efficacy in assessment practices of teachers in Tanzania and synthesised the evidence from 41 studies published between 2005 and 2024. The results highlight key FA strategies, such as feedback practice, questioning, peer and self-assessments, and clarifying learning intentions and success criteria. The results indicate that teachers’ FA practices are constrained by inadequate assessment literacy, large class sizes, resource shortage, and the dominance of traditional assessment approaches geared towards national examinations. Despite curriculum reforms emphasising FA, traditional teacher-centred methods remain prevalent. This review underscores the need for professional development and policy initiatives that strengthen knowledge of assessment and the confidence of teachers in adopting assessment practices. The dynamic approach to teacher professional development is recommended to meet specific teacher’s needs and embedded in daily teaching practices to support effective implementation of FA and to improve student learning outcomes.
{"title":"Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review","authors":"Rajabu Abdalah Shafii , Jean-Louis Berger","doi":"10.1016/j.stueduc.2025.101496","DOIUrl":"10.1016/j.stueduc.2025.101496","url":null,"abstract":"<div><div>This scoping review explored the formative assessment (FA) practices, assessment literacy, and perceived efficacy in assessment practices of teachers in Tanzania and synthesised the evidence from 41 studies published between 2005 and 2024. The results highlight key FA strategies, such as feedback practice, questioning, peer and self-assessments, and clarifying learning intentions and success criteria. The results indicate that teachers’ FA practices are constrained by inadequate assessment literacy, large class sizes, resource shortage, and the dominance of traditional assessment approaches geared towards national examinations. Despite curriculum reforms emphasising FA, traditional teacher-centred methods remain prevalent. This review underscores the need for professional development and policy initiatives that strengthen knowledge of assessment and the confidence of teachers in adopting assessment practices. The dynamic approach to teacher professional development is recommended to meet specific teacher’s needs and embedded in daily teaching practices to support effective implementation of FA and to improve student learning outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101496"},"PeriodicalIF":2.6,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-23DOI: 10.1016/j.stueduc.2025.101493
Teresa Galán-Luque , Mireia Orgilés
This study evaluated the implementation fidelity (IF) of Super Skills for Life (SSL) program delivered in individual traditional and computerized formats for Spanish children aged 8–12 years with anxiety or depressive symptoms. Participants (N = 97) were randomly assigned using simple randomization to either the traditional format (n = 51) or the computerized format (n = 46). Outcomes were assessed using the Spence Children’s Anxiety Scale and the Mood and Feelings Questionnaire at pretest and posttest. Results demonstrated high IF levels across both formats, with significantly higher satisfaction in the traditional format compared to the computerized format (p = .043, rb = 0.236). Strong correlations were found between session satisfaction, perceived usefulness, and willingness to recommend the program, with therapist kindness significantly predicting reductions in anxiety (β = –0.17, p = .039) and depression (β = –0.24, p = .005) at posttest. These findings suggest that while the computerized format offers a structured and cost-effective delivery option, the traditional format provides enhanced satisfaction due to the personalized involvement of a therapist. This study underscores the importance of therapist training and fidelity monitoring in implementing SSL program, contributing to the optimization of socio-emotional interventions for children.
{"title":"Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program","authors":"Teresa Galán-Luque , Mireia Orgilés","doi":"10.1016/j.stueduc.2025.101493","DOIUrl":"10.1016/j.stueduc.2025.101493","url":null,"abstract":"<div><div>This study evaluated the implementation fidelity (IF) of Super Skills for Life (SSL) program delivered in individual traditional and computerized formats for Spanish children aged 8–12 years with anxiety or depressive symptoms. Participants (<em>N</em> = 97) were randomly assigned using simple randomization to either the traditional format (<em>n</em> = 51) or the computerized format (<em>n</em> = 46). Outcomes were assessed using the Spence Children’s Anxiety Scale and the Mood and Feelings Questionnaire at pretest and posttest. Results demonstrated high IF levels across both formats, with significantly higher satisfaction in the traditional format compared to the computerized format (<em>p</em> = .043, <em>r</em><sub><em>b</em></sub> = 0.236). Strong correlations were found between session satisfaction, perceived usefulness, and willingness to recommend the program, with therapist kindness significantly predicting reductions in anxiety (<em>β</em> = –0.17, <em>p</em> = .039) and depression (<em>β</em> = –0.24, <em>p</em> = .005) at posttest. These findings suggest that while the computerized format offers a structured and cost-effective delivery option, the traditional format provides enhanced satisfaction due to the personalized involvement of a therapist. This study underscores the importance of therapist training and fidelity monitoring in implementing SSL program, contributing to the optimization of socio-emotional interventions for children.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101493"},"PeriodicalIF":2.6,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-18DOI: 10.1016/j.stueduc.2025.101490
Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes
The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries.
{"title":"Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development","authors":"Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes","doi":"10.1016/j.stueduc.2025.101490","DOIUrl":"10.1016/j.stueduc.2025.101490","url":null,"abstract":"<div><div>The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101490"},"PeriodicalIF":2.6,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.
{"title":"Preparing assessment literate teachers: A cross-national trend analysis","authors":"Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani","doi":"10.1016/j.stueduc.2025.101485","DOIUrl":"10.1016/j.stueduc.2025.101485","url":null,"abstract":"<div><div>Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101485"},"PeriodicalIF":2.6,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-11DOI: 10.1016/j.stueduc.2025.101491
Hatice Şener Daşçıoğlu , Nilay T. Bümen
Despite the growing body of research on differentiated instruction (DI), the experiences of teachers outside of Anglo-European contexts remain underexplored. This study, based on the DI-Quest model, examines Turkish teachers’ self-reported DI-Quest data, its links with demographic characteristics, and barriers to DI practices. Using a mixed methods sequential explanatory design, quantitative data from 472 teachers (470 valid forms) and interviews with 12 teachers in Izmir were analysed. Findings reveal that private school teachers implement DI more frequently, facing fewer barriers due to better support systems, including smaller classes, adequate infrastructure, professional development, diverse resources, supportive management, and parent collaboration. Interestingly, DI practices decline among more experienced teachers. Qualitative insights identify significant obstacles, such as intensive curricula, exam pressure, overcrowded classrooms, time constraints, inadequate resources, administrative challenges, and resistance from colleagues. The study underscores the multifaceted challenges within and beyond schools, emphasizing the need for systemic support. Contextual factors affecting DI in Türkiye are highlighted, urging targeted interventions.
{"title":"Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers","authors":"Hatice Şener Daşçıoğlu , Nilay T. Bümen","doi":"10.1016/j.stueduc.2025.101491","DOIUrl":"10.1016/j.stueduc.2025.101491","url":null,"abstract":"<div><div>Despite the growing body of research on differentiated instruction (DI), the experiences of teachers outside of Anglo-European contexts remain underexplored. This study, based on the DI-Quest model, examines Turkish teachers’ self-reported DI-Quest data, its links with demographic characteristics, and barriers to DI practices. Using a mixed methods sequential explanatory design, quantitative data from 472 teachers (470 valid forms) and interviews with 12 teachers in Izmir were analysed. Findings reveal that private school teachers implement DI more frequently, facing fewer barriers due to better support systems, including smaller classes, adequate infrastructure, professional development, diverse resources, supportive management, and parent collaboration. Interestingly, DI practices decline among more experienced teachers. Qualitative insights identify significant obstacles, such as intensive curricula, exam pressure, overcrowded classrooms, time constraints, inadequate resources, administrative challenges, and resistance from colleagues. The study underscores the multifaceted challenges within and beyond schools, emphasizing the need for systemic support. Contextual factors affecting DI in Türkiye are highlighted, urging targeted interventions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101491"},"PeriodicalIF":2.6,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-10DOI: 10.1016/j.stueduc.2025.101484
Dizza Beimel
The growing population of students with learning disabilities in higher education necessitates a systematic evaluation of teaching methods. This study examines how the variety and extent of active in-class learning methods (small group work, independent work, student presentations, short quizzes) affect course evaluations and perceived teaching clarity among students with learning disabilities. Variety was measured by the number of methods used (0–4), and extent by their frequency during lessons. Analysis of 44,520 evaluation surveys reveals significant improvements in evaluation and teaching clarity as variety and extent increased. Moreover, the gap between students with and without learning disabilities nearly disappears with increased variety and extent: evaluation scores rose from 4.33 vs. 4.52 (minimal use) to 5.48 vs. 5.52 (extensive use). These findings highlight how variety and extent enhance teaching clarity, helping students compensate for learning disabilities. Along with smaller class sizes, they offer educators practical guidance for inclusive instructional design.
{"title":"Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities","authors":"Dizza Beimel","doi":"10.1016/j.stueduc.2025.101484","DOIUrl":"10.1016/j.stueduc.2025.101484","url":null,"abstract":"<div><div>The growing population of students with learning disabilities in higher education necessitates a systematic evaluation of teaching methods. This study examines how the variety and extent of active in-class learning methods (small group work, independent work, student presentations, short quizzes) affect course evaluations and perceived teaching clarity among students with learning disabilities. Variety was measured by the number of methods used (0–4), and extent by their frequency during lessons. Analysis of 44,520 evaluation surveys reveals significant improvements in evaluation and teaching clarity as variety and extent increased. Moreover, the gap between students with and without learning disabilities nearly disappears with increased variety and extent: evaluation scores rose from 4.33 vs. 4.52 (minimal use) to 5.48 vs. 5.52 (extensive use). These findings highlight how variety and extent enhance teaching clarity, helping students compensate for learning disabilities. Along with smaller class sizes, they offer educators practical guidance for inclusive instructional design.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101484"},"PeriodicalIF":2.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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