Utilization of differentiated instruction in K-12 classrooms
A systematic literature review (2000–2022)
Bibliographic Data
| ID | 21755834 |
|---|---|
| Authors | Linlin Hu (0000-0001-6213-8732, Beijing Normal University, corresponding author) |
| Year | 2024 |
| Volume | 25 |
| Issue | 2 |
| Pages | 507-525 |
| Publication date | 2024-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia Pacific Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1598-1037 • E-ISSN: 1876-407X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12564-024-09931-y |
| OpenAlex | W4391844175 |
| Language | EN |
| Citations received | 2 |
| References cited | 76 |
Academic achievement · Differentiated instruction · Empirical research · Instructional design · Mathematics education · Pedagogy · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational Assessment and Improvement · Mathematics · Psychology · Teacher Education and Leadership Studies
Differentiated Instruction, Professional Development, and Teacher Efficacy
What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Effective differentiation Practices
Ability Grouping and Student Achievement in Elementary Schools
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Facilitating differentiated instruction in a multi-grade setting
Differentiated teaching practices of Australian mainstream classroom teachers
Teachers’ perceptions and practices of differentiated instruction
The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed-Ability Classrooms
A meta-analysis of teaching and learning computer programming
Voices in practice
Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping
Ability-grouping and problem behavior trajectories in childhood and adolescence
Measuring teachers’ perceptions about differentiated instruction
Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms
The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion
Grouped out of STEM degrees
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
Making it work
Attitudes of teachers and headteachers towards inclusion in Lebanon
Differentiated instruction for students with disabilities in early childhood co-taught classrooms
Differentiated instruction in small schools
Teachers and their implementation of differentiated instruction in the classroom
Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
The effects of differentiated instruction on teachers’ stress and job satisfaction
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement
Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure 1
It's not which school but which set you're in that matters
What are the effects of ability grouping on GCSE attainment
Educational peer effects and the Chicago public schools
Improving Impact Studies of Teachers' Professional Development
Ability grouping in secondary schools
Challenging but positive! - An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany
Ability grouping of gifted students
Grading and Differentiation
An Early Start
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |