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The influence of teachers’ mindset, competitive attitudes, and self-efficacy in differentiation on the application of differentiating teaching methods

Harnisch, Dominik (2017) The influence of teachers’ mindset, competitive attitudes, and self-efficacy in differentiation on the application of differentiating teaching methods.

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Abstract:Differentiation in the classroom is a topic that gained increasingly attention in research as well as in practical implementations. Differentiation in educational context means that the teacher frames the lessons in a way that students can learn according to their ability level, personal interest, and cultural background. Five elements of a lesson can be addressed in a differentiated way (curriculum, instruction, enrichment, re-teaching, and assessment). The aim of the present study was to explore the influence that teachers’ mindset (fixed vs. growth), competitiveness and self-efficacy with differentiated teaching have on the degree to which teachers differentiate their lessons. It was found that a growth mindset and high self-efficacy in differentiated teaching are linked to the application of teaching techniques that differentiate. Competitiveness lacked significant influence which can be attributed to poor validity of the applied instrument as it contained two factors. Out of these two factors, competition by means of arguments, debate and conflict was strongly related to differentiation in class, whereas competition as a means to enhance student’s performance lacked any significant relationship. A more detailed analysis exploring the influence of stated factors on elements that can be differentiated in class revealed similar findings.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/72869
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