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http://hdl.handle.net/1942/43577
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DC Field | Value | Language |
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dc.contributor.author | Bi, Meijie | - |
dc.contributor.author | Letzel-Alt, Verena | - |
dc.contributor.author | Pozas, Marcela | - |
dc.contributor.author | Zhu, Chang | - |
dc.contributor.author | STRUYVEN, Katrien | - |
dc.date.accessioned | 2024-08-19T13:44:06Z | - |
dc.date.available | 2024-08-19T13:44:06Z | - |
dc.date.issued | 2024 | - |
dc.date.submitted | 2024-08-19T11:12:14Z | - |
dc.identifier.citation | Cogent education, 11 (1) (Art N° 2380166) | - |
dc.identifier.uri | http://hdl.handle.net/1942/43577 | - |
dc.description.abstract | Due to the increasing heterogeneity of students within learning groups at school, teachers are urged to appropriately address students' learning needs by means of differentiated instruction. Given that the successful and effective implementation of differentiated instruction relies mostly on teachers, research has extensively explored teacher-related variables, such as attitudes, that have a strong impact on their use of differentiated instruction. However, empirical research exploring teachers' attitudes, specifically towards the practice of DI, is still quite limited. In addition, up to now, there is only one available instrument that assesses teachers' attitudes towards DI, the Teachers' Attitudes towards Differentiated Instructional Scale (TAT-DIS). In this context, the purpose of the present study is to report on the instrument's adaptation and implementation within the mainland Chinese context. The sample consisted of 650 primary and 702 secondary school teachers from western and central areas of China. Results of the confirmatory factor analysis confirmed the original two-factor structure: the value of DI and perceived insufficient resources. Regarding the internal consistencies of the subscales, the reliabilities of both subscales were good. Additionally, differences across the sociodemographic variables such as gender and school educational level were found. Limitations are discussed and future lines of research are recommended. | - |
dc.description.sponsorship | This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profitsectors. | - |
dc.language.iso | en | - |
dc.publisher | TAYLOR & FRANCIS AS | - |
dc.rights | 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), whichpermits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has beenpublished allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.COGENT EDUCATION2024, VOL. 11, NO. 1, 2380166https://doi.org/10.1080/2331186X.2024.2380166 | - |
dc.subject.other | Inclusive education | - |
dc.subject.other | differentiated instruction | - |
dc.subject.other | teachers' attitudes | - |
dc.subject.other | sociodemographic variables | - |
dc.subject.other | Chinese teachers | - |
dc.title | Chinese version of the teachers' attitudes towards differentiated instruction scale: an adaptation study | - |
dc.type | Journal Contribution | - |
dc.identifier.issue | 1 | - |
dc.identifier.volume | 11 | - |
local.format.pages | 15 | - |
local.bibliographicCitation.jcat | A1 | - |
dc.description.notes | Pozas, M (corresponding author), Humboldt Univ, Profess Sch Educ, Berlin, Germany. | - |
dc.description.notes | marcela.pozas.guajardo@hu-berlin.de | - |
local.publisher.place | KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY | - |
local.type.refereed | Refereed | - |
local.type.specified | Article | - |
local.bibliographicCitation.artnr | 2380166 | - |
dc.identifier.doi | 10.1080/2331186X.2024.2380166 | - |
dc.identifier.isi | 001273836600001 | - |
dc.contributor.orcid | Struyven, Katrien/0000-0002-6562-2172; Zhu, Chang/0000-0002-0057-275X | - |
local.provider.type | wosris | - |
local.description.affiliation | [Bi, Meijie; Zhu, Chang] Vrije Univ Brussel, Dept Educ Sci, Brussels, Belgium. | - |
local.description.affiliation | [Letzel-Alt, Verena] Univ Trier, Sect Teacher Educ & Res, Trier, Germany. | - |
local.description.affiliation | [Pozas, Marcela] Humboldt Univ, Profess Sch Educ, Berlin, Germany. | - |
local.description.affiliation | [Pozas, Marcela] Univ Monterrey, Sch Psychol, Monterrey, Mexico. | - |
local.description.affiliation | [Struyven, Katrien] Hasselt Univ, Sch Educ Studies, Hasselt, Belgium. | - |
local.description.affiliation | [Bi, Meijie] Zhejiang Normal Univ, Coll Educ, Jinhua, Peoples R China. | - |
local.description.affiliation | [Bi, Meijie] Zhejiang Normal Univ, Joint Educ Inst Zhejiang Normal Univ & Univ Kansas, Sch Educ, Jinhua, Peoples R China. | - |
local.description.affiliation | [Letzel-Alt, Verena] Leuphana Univ Luneburg, Inst Educ Sci, Luneburg, Germany. | - |
local.uhasselt.international | yes | - |
item.fulltext | With Fulltext | - |
item.accessRights | Open Access | - |
item.contributor | Bi, Meijie | - |
item.contributor | Letzel-Alt, Verena | - |
item.contributor | Pozas, Marcela | - |
item.contributor | Zhu, Chang | - |
item.contributor | STRUYVEN, Katrien | - |
item.fullcitation | Bi, Meijie; Letzel-Alt, Verena; Pozas, Marcela; Zhu, Chang & STRUYVEN, Katrien (2024) Chinese version of the teachers' attitudes towards differentiated instruction scale: an adaptation study. In: Cogent education, 11 (1) (Art N° 2380166). | - |
crisitem.journal.issn | 2331-186X | - |
crisitem.journal.eissn | 2331-186X | - |
Appears in Collections: | Research publications |
Files in This Item:
File | Description | Size | Format | |
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Chinese version of the teachers attitudes towards differentiated instruction scale an adaptation study.pdf | Published version | 2.16 MB | Adobe PDF | View/Open |
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