Assessing individualized instruction in the classroom
- In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualizedIn this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.…
| Author details: | Leonard TetzlaffORCiDGND, Ulrike HartmannORCiDGND, Hanna DumontORCiDGND, Garvin BrodORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.learninstruc.2022.101655 |
| ISSN: | 0959-4752 |
| ISSN: | 1873-3263 |
| Title of parent work (English): | Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI) |
| Subtitle (English): | comparing teacher, student, and observer perspectives |
| Publisher: | Elsevier |
| Place of publishing: | Oxford |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2022/12/01 |
| Publication year: | 2022 |
| Release date: | 2024/03/01 |
| Tag: | Adaptive teaching;; Classroom research; Differentiation; Individualization; Individualized instruction; Instructional quality; Learning; Live observations; Personalization; environments |
| Volume: | 82 |
| Article number: | 101655 |
| Number of pages: | 10 |
| Funding institution: | Stiftung Mercator GmbH [11-111-06]; Jacobs Foundation Research; Fellowship |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer review: | Referiert |
