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http://hdl.handle.net/1942/32673
Title: | Professional vision of inclusive classrooms: A validation of teachers' reasoning on differentiated instruction and teacher-student interactions | Authors: | Vantieghem, Wendelien Roose, Iris Gheyssens, Esther Griful-Freixenet, Júlia Keppens, Karolien Vanderlinde, Ruben STRUYVEN, Katrien Van Avermaet, Piet |
Issue Date: | 2020 | Publisher: | ELSEVIER | Source: | Studies in educational evaluation, 67 (Art N° 100912) | 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. | Keywords: | Inclusive education;Factor analysis;Differentiated instruction;Teacher student relationship;Teacher evaluation;Professional vision | Document URI: | http://hdl.handle.net/1942/32673 | ISSN: | 0191-491X | DOI: | 10.1016/j.stueduc.2020.100912 | ISI #: | 000596611700002 | Rights: | 2020 Elsevier Ltd. All rights reserved. | Category: | A1 | Type: | Journal Contribution |
Appears in Collections: | Research publications |
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