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Exploring Teachers' Use of Differentiated Instruction Within the National Educational Panel Study in Germany

Sun, April 19, 8:15 to 9:45am, Virtual Room


The present article aimed to explore teachers’ use of differentiated instruction (DI) practices based on data from the National Educational Panel Study in Germany. Additionally, this study took into consideration contextual factors, such as school track and school subject, and expanded to investigate the impact of teachers’ constructivist beliefs. Results from a mixed analysis of covariance indicated that teachers occasionally implement DI practices. Within-subject effects further revealed that tiered assignments and heterogeneous ability groups are the most used DI practices of both, German and Mathematics teachers across all school types. The covariate of teachers’ constructivist beliefs was also positively linked to overall teachers’ implementation of DI. Implications of the results, as well as further lines of research are discussed.