Publikation: Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
DOI (zitierfähiger Link)
Internationale Patentnummer
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (nstudents = 656) participated. The propensity-matched control group consisted of another 27 classes (nstudents = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
KARST, Karina, Meike BONEFELD, Stefanie DOTZEL, Benedict C.O.F. FEHRINGER, Merle STEINWASCHER, 2022. Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension. In: Learning and Instruction. Elsevier. 2022, 79, 101597. ISSN 0959-4752. eISSN 1873-3263. Available under: doi: 10.1016/j.learninstruc.2022.101597BibTex
@article{Karst2022Datab-57264, year={2022}, doi={10.1016/j.learninstruc.2022.101597}, title={Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension}, volume={79}, issn={0959-4752}, journal={Learning and Instruction}, author={Karst, Karina and Bonefeld, Meike and Dotzel, Stefanie and Fehringer, Benedict C.O.F. and Steinwascher, Merle}, note={Article Number: 101597} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/57264"> <dc:contributor>Fehringer, Benedict C.O.F.</dc:contributor> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-04-13T10:13:06Z</dc:date> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dc:rights>terms-of-use</dc:rights> <dc:language>eng</dc:language> <dc:creator>Steinwascher, Merle</dc:creator> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/57264"/> <dc:contributor>Dotzel, Stefanie</dc:contributor> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/> <dc:creator>Fehringer, Benedict C.O.F.</dc:creator> <dc:contributor>Bonefeld, Meike</dc:contributor> <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/> <dc:creator>Dotzel, Stefanie</dc:creator> <dc:contributor>Steinwascher, Merle</dc:contributor> <dcterms:issued>2022</dcterms:issued> <dcterms:abstract xml:lang="eng">The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (nstudents = 656) participated. The propensity-matched control group consisted of another 27 classes (nstudents = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students.</dcterms:abstract> <dcterms:title>Data-based differentiated instruction : The impact of standardized assessment and aligned teaching material on students’ reading comprehension</dcterms:title> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:creator>Bonefeld, Meike</dc:creator> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-04-13T10:13:06Z</dcterms:available> <dc:creator>Karst, Karina</dc:creator> <dc:contributor>Karst, Karina</dc:contributor> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/> </rdf:Description> </rdf:RDF>