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http://hdl.handle.net/1942/32673
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DC Field | Value | Language |
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dc.contributor.author | Vantieghem, Wendelien | - |
dc.contributor.author | Roose, Iris | - |
dc.contributor.author | Gheyssens, Esther | - |
dc.contributor.author | Griful-Freixenet, Júlia | - |
dc.contributor.author | Keppens, Karolien | - |
dc.contributor.author | Vanderlinde, Ruben | - |
dc.contributor.author | STRUYVEN, Katrien | - |
dc.contributor.author | Van Avermaet, Piet | - |
dc.date.accessioned | 2020-11-24T08:38:51Z | - |
dc.date.available | 2020-11-24T08:38:51Z | - |
dc.date.issued | 2020 | - |
dc.date.submitted | 2020-11-23T15:48:59Z | - |
dc.identifier.citation | Studies in educational evaluation, 67 (Art N° 100912) | - |
dc.identifier.issn | 0191-491X | - |
dc.identifier.uri | http://hdl.handle.net/1942/32673 | - |
dc.description.abstract | Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers' ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Consequently, this study validates an instrument to measure teachers' reasoning with regard to PTSI and DI using explorative and confirmatory factor analyses. A total of 991 teachers and 3011 pre-service teachers indicated how crucial PTSI-and DI-arguments were in their comparative judgement of videoclips. Results show that the latent construct of PTSI consist of three subdimensions: individual needs, safe & structured environment, and student involvement. The latent construct of DI consists of four subdimensions: active learning, instructional clarity, adaptive teaching, and flexible grouping. The robustness of these findings across contexts demonstrates the centrality of these dimensions in teachers' reasoning about inclusive classrooms. | - |
dc.description.sponsorship | This work was supported by the Agency for Innovation andEnterprise (VLAIO) from Flanders (Belgium) (SBO 150,011). Thesponsor had no role in the study design data collection, analysis andinterpretation of data, the writing of the report, nor in the decision tosubmit the article for publication. | - |
dc.language.iso | en | - |
dc.publisher | ELSEVIER | - |
dc.rights | 2020 Elsevier Ltd. All rights reserved. | - |
dc.subject.other | Inclusive education | - |
dc.subject.other | Factor analysis | - |
dc.subject.other | Differentiated instruction | - |
dc.subject.other | Teacher student relationship | - |
dc.subject.other | Teacher evaluation | - |
dc.subject.other | Professional vision | - |
dc.title | Professional vision of inclusive classrooms: A validation of teachers' reasoning on differentiated instruction and teacher-student interactions | - |
dc.type | Journal Contribution | - |
dc.identifier.volume | 67 | - |
local.bibliographicCitation.jcat | A1 | - |
local.publisher.place | RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS | - |
local.type.refereed | Refereed | - |
local.type.specified | Article | - |
local.bibliographicCitation.artnr | 100912 | - |
dc.identifier.doi | 10.1016/j.stueduc.2020.100912 | - |
dc.identifier.isi | 000596611700002 | - |
dc.identifier.eissn | - | |
local.provider.type | - | |
local.uhasselt.uhpub | yes | - |
local.uhasselt.international | no | - |
item.fullcitation | Vantieghem, Wendelien; Roose, Iris; Gheyssens, Esther; Griful-Freixenet, Júlia; Keppens, Karolien; Vanderlinde, Ruben; STRUYVEN, Katrien & Van Avermaet, Piet (2020) Professional vision of inclusive classrooms: A validation of teachers' reasoning on differentiated instruction and teacher-student interactions. In: Studies in educational evaluation, 67 (Art N° 100912). | - |
item.contributor | Vantieghem, Wendelien | - |
item.contributor | Roose, Iris | - |
item.contributor | Gheyssens, Esther | - |
item.contributor | Griful-Freixenet, Júlia | - |
item.contributor | Keppens, Karolien | - |
item.contributor | Vanderlinde, Ruben | - |
item.contributor | STRUYVEN, Katrien | - |
item.contributor | Van Avermaet, Piet | - |
item.fulltext | With Fulltext | - |
item.accessRights | Restricted Access | - |
crisitem.journal.issn | 0191-491X | - |
Appears in Collections: | Research publications |
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1-s2.0-S0191491X20301607-main.pdf Restricted Access | Published version | 342.67 kB | Adobe PDF | View/Open Request a copy |
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