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181   $ctxt$2rdacontent
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200 10$aDifferentiated Instruction in Teaching from the International Perspective $eMeasurements, cross-country comparisons, development over time, and importance for students' academic engagement /$fRidwan Maulana, Michelle Helms-Lorenz
210  1$aGroningen :$cUniversity of Groningen Press,$d2023.
215   $a1 online resource (320 pages)
311   $a94-034-2957-7 
330   $aThis book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement. We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.
606   $aTeaching
615  0$aTeaching.
676   $a371.102
700   $aMaulana$b Ridwan$01357644
702   $aHelms-Lorenz$b Michelle
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801  1$bNjHacl
906   $aBOOK
912   $a9910705080503321
996   $aDifferentiated Instruction in Teaching from the International Perspective$93364088
997   $aUNINA