Measuring Differentiated Instruction in the Netherlands and South Korea: Factor Structure, Correlates, and Complexity Level

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-7 - Advances in Learning Environment Studies

Abstract

To gain empirical insight in differentiated instruction and other teaching behaviors across different contexts, cross-cultural comparisons provide valuable insights. In this study, teacher observations from two national contexts – South Korea (n = 376 teachers) and The Netherlands (n = 609 teachers) – were used to compare the construct and ecological validity of differentiated instruction as well as its relations with other teaching behaviors. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching. However, differential relationships between teaching behavior domains were visible across teacher profiles and across countries.

Authors

• Ridwan Maulana, University of Groningen

• Michelle Helms-Lorenz, University of Groningen

• Seyeoung Chun, Chungnam National University

• Annemieke Elisabeth Jacobse, University of Groningen

• Okhwa Lee, Chungbuk National University