Teachers' interactive cognitions of differentiated instruction in a context of student talent development

Saskia Stollman (Corresponding author), Jacobiene Meirink, Michiel Westenberg, Jan van Driel

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    8 Citations (Scopus)


    • The nature of interactive cognitions depends on context, situation and person.
    • Teachers often practice differentiated instruction, though in different forms.
    • When differentiating, students' readiness is often taken into account.
    • Teachers' differentiated instruction mainly resembles convergent differentiation.
    Original languageEnglish
    Pages (from-to)138-149
    Number of pages12
    JournalTeaching and Teacher Education
    Publication statusPublished - Jan 2019

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