Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and c
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Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level Ridwan Maulana 1 & Annemieke Smale-Jacobse 1 & Michelle Helms-Lorenz 1 & Seyeoung Chun 2 & Okhwa Lee 3 Received: 12 November 2018 / Revised: 12 September 2019 / Accepted: 10 October 2019 # The Author(s) 2019
Abstract
Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality 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 quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries. Keywords differentiated instruction . teaching quality . classroom observation . measurement invariance . cross-national study . secondary education
* Ridwan Maulana [email protected]
1
Department of Teacher Education, University of Groningen, Grote Kruisstraat 2/1, 9712 TSGroningen, the Netherlands
2
Department of Education, Chungnam National University, Daejeon, South Korea
3
Department of Education, Chungbuk National University, Cheongju, South Korea
R. Maulana et al.
Introduction Contemporary classrooms throughout the world are filled with students who have varying learning needs because of differences in prior knowledge or readiness, background, and motivation, to name a few. Policies focused on de-tracking, the inclusion of students from culturally and linguistically diverse backgrounds, and inclusive education have caused the learning needs of students within classrooms to differ considerably. In the same time, policymakers emphasize that all students should be supported to develop their knowledge and skills at their own level (Humphrey et al. 2006; Rock et al. 2008; Smale-Jacobse et al. in press; Tomlinson 2015). One way teachers could address these needs is by using differentiated instruction. Differentiation is a philosophy of teaching, implying that teachers value stud
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