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

Saskia Stollman; Jacobiene Meirink; Michiel Westenberg; Jan van Driel

doi:10.1016/j.tate.2018.09.003

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

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

Onderzoeksoutput: Bijdrage aan tijdschrift › Tijdschriftartikel › Academic › peer review

16 Citaten (Scopus)

1 Downloads (Pure)

Samenvatting

Highlights:
• 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.

Originele taal-2	Engels
Pagina's (van-tot)	138-149
Aantal pagina's	12
Tijdschrift	Teaching and Teacher Education
Volume	77
DOI's	https://doi.org/10.1016/j.tate.2018.09.003
Status	Gepubliceerd - jan. 2019

Toegang tot document

10.1016/j.tate.2018.09.003

Andere bestanden en links

Link to publication in Scopus

Citeer dit

@article{495c0f472a2a450792d23deb56f606a6,

title = "Teachers' interactive cognitions of differentiated instruction in a context of student talent development",

abstract = "Highlights: • 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.",

author = "Saskia Stollman and Jacobiene Meirink and Michiel Westenberg and {van Driel}, Jan",

year = "2019",

month = jan,

doi = "10.1016/j.tate.2018.09.003",

language = "English",

volume = "77",

pages = "138--149",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier",

}

TY - JOUR

T1 - Teachers' interactive cognitions of differentiated instruction in a context of student talent development

AU - Stollman, Saskia

AU - Meirink, Jacobiene

AU - Westenberg, Michiel

AU - van Driel, Jan

PY - 2019/1

Y1 - 2019/1

N2 - Highlights: • 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.

AB - Highlights: • 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.

UR - http://www.scopus.com/inward/record.url?scp=85054510650&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2018.09.003

DO - 10.1016/j.tate.2018.09.003

M3 - Article

SN - 0742-051X

VL - 77

SP - 138

EP - 149

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

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

Samenvatting

Toegang tot document

Andere bestanden en links

Vingerafdruk

Citeer dit