TY - JOUR
T1 - DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
AU - Pozas, Marcela
AU - Letzel, Verena
AU - Lindner, Katharina-Theresa
AU - Schwab, Susanne
N1 - Publisher Copyright:
Copyright © 2021 Pozas, Letzel, Lindner and Schwab.
PY - 2021/12/10
Y1 - 2021/12/10
N2 - In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students’ achievement outcomes. Consequently, the potential impact of DI on students’ socio-emotional outcomes has, till now, received very little attention. In order to address this gap in the research, the current researchers seek to investigate the effects of DI on school students’ well-being, social inclusion and academic self-concept. Survey participants in this study included 379 students from 23 inclusive and regular classes in secondary schools in Austria. Following multilevel analyses, the results have indicated that students’ rating of their teachers’ DI practice is positively associated with their school well-being, social inclusion and academic self-concept. However, a t-test for dependent samples demonstrated that students perceive their teachers’ DI practice to be infrequent. Implications of the results along with further lines of research are also presented in this paper.
AB - In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students’ achievement outcomes. Consequently, the potential impact of DI on students’ socio-emotional outcomes has, till now, received very little attention. In order to address this gap in the research, the current researchers seek to investigate the effects of DI on school students’ well-being, social inclusion and academic self-concept. Survey participants in this study included 379 students from 23 inclusive and regular classes in secondary schools in Austria. Following multilevel analyses, the results have indicated that students’ rating of their teachers’ DI practice is positively associated with their school well-being, social inclusion and academic self-concept. However, a t-test for dependent samples demonstrated that students perceive their teachers’ DI practice to be infrequent. Implications of the results along with further lines of research are also presented in this paper.
KW - ACHIEVEMENT
KW - DIFFICULTIES
KW - DIMENSIONS
KW - DISABILITIES
KW - PARTICIPATION
KW - PERCEPTION
KW - PERSPECTIVES
KW - SPECIAL EDUCATIONAL-NEEDS
KW - TEACHERS
KW - TEACHING QUALITY
KW - academic self-concept
KW - differentiated instruction (DI)
KW - inclusive education
KW - school well-being
KW - social inclusion
KW - students' perception
KW - students’ perception
UR - http://www.scopus.com/inward/record.url?scp=85121733485&partnerID=8YFLogxK
U2 - 10.3389/feduc.2021.729027
DO - 10.3389/feduc.2021.729027
M3 - Article
SN - 2504-284X
VL - 6
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 729027
ER -