Factors affecting intervention fidelity of differentiated instruction in kindergarten
Publication year
2017Number of pages
19 p.
Source
Research Papers in Education, 32, 2, (2017), pp. 151-169ISSN
Publication type
Article / Letter to editor
Display more detailsDisplay less details
Organization
Radboud Docenten Academie (RDA)
ITS Onderwijs: Loopbaan en Kwaliteitsontwikkeling
Journal title
Research Papers in Education
Volume
vol. 32
Issue
iss. 2
Languages used
English (eng)
Page start
p. 151
Page end
p. 169
Subject
Onderwijs: loopbaan en kwaliteitsontwikkeling; Onderzoeksprogramma RDA | 2024-2028: Innovative Teaching and Learning | 2016-2023: Cultivating Creativity in EducationAbstract
This paper reports on the findings in the first phase of a design-based research project as part of a large-scale intervention study in Dutch kindergartens. The project aims at enhancing differentiated instruction and evaluating its effects on children's development, in particular high-ability children. This study investigates relevant intervention fidelity factors based on [Fullan, M. (2007). The New Meaning of Educational Change. New York: Teachers College Press]. A one-year intervention in 18 K-6 schools was conducted to implement the screening of children's entry characteristics, differentiation of (preparatory) mathematics and language curricula, and a policy for the differentiation and teaching high-ability children. The intervention fidelity and implementation process were scored for each school using data from observations, field notes and log books. Self-report questionnaires measured participants' perceptions of the intervention (n = 35 teachers, 18 principals). Quantitative results showed that intervention fidelity differed between schools. Qualitative analyses of perceptions and cross-case analyses of three kindergartens showed that a strong need, pressure from parents, an involved principal, and teacher time and motivation contributed to successful implementation. Implementation barriers were the innovation’s complexity, teacher beliefs, an absent principal and low teacher motivation (which was partly due to communication problems). Implications for interventions in general and differentiated instruction for high-ability children in particular are discussed.
This item appears in the following Collection(s)
- Academic publications [238430]
- Electronic publications [122512]
- Institute for Applied Social Sciences [3082]
- Open Access publications [97507]
- Radboud Graduate School of Education [1940]
Upload full text
Use your RU credentials (u/z-number and password) to log in with SURFconext to upload a file for processing by the repository team.