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<p>Differentiated instruction is considered an important feature of teaching quality, which should enable learners to develop their skills in the best possible way. In inclusive primary school lessons in particular, teachers are challenged to build on pupils’ learning starting points by offering differentiated learning opportunities. However, there are few and divergent findings on the effects of differentiation instruction on pupils’ academic achievement growth. This is partly due to the inconsistent assessment of differentiated instruction. This article presents a&#xa0;standardised logbook as a&#xa0;new instrument for assessing instructional design and investigates whether measures of differentiated instruction affect subject-specific academic achievement gain in text comprehension and math and whether they moderate the relationship between special educational needs and subject-specific performance. The study involved <i>n</i> = 677 pupils from 34&#xa0;classes (text comprehension) and <i>n</i> = 635 pupils from 32&#xa0;classes (math) in years&#xa0;2 and&#xa0;3 and their teachers. An effect of differentiated instruction in individual work phases was documented for achievement development in math. Differentiated instruction in individual work phases moderated the relationship between special educational needs and math achievement. No effects were found for text comprehension.</p>

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Effekte von Binnendifferenzierung auf die Leistungsentwicklung in Deutsch und Mathematik in der inklusiven Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月21日

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  • Jenny Lenkeit,
  • Nadine Spörer,
  • Michel Knigge,
  • Antje Ehlert,
  • Anne Hartmann

摘要

Differentiated instruction is considered an important feature of teaching quality, which should enable learners to develop their skills in the best possible way. In inclusive primary school lessons in particular, teachers are challenged to build on pupils’ learning starting points by offering differentiated learning opportunities. However, there are few and divergent findings on the effects of differentiation instruction on pupils’ academic achievement growth. This is partly due to the inconsistent assessment of differentiated instruction. This article presents a standardised logbook as a new instrument for assessing instructional design and investigates whether measures of differentiated instruction affect subject-specific academic achievement gain in text comprehension and math and whether they moderate the relationship between special educational needs and subject-specific performance. The study involved n = 677 pupils from 34 classes (text comprehension) and n = 635 pupils from 32 classes (math) in years 2 and 3 and their teachers. An effect of differentiated instruction in individual work phases was documented for achievement development in math. Differentiated instruction in individual work phases moderated the relationship between special educational needs and math achievement. No effects were found for text comprehension.