Realist review of literature on catering for different instructional needs with preteaching and extended instruction

Wouter Smets*, Katrien Struyven

*Corresponding author for this work

Research output: Contribution to journalReview articlePopular

11 Citations (Scopus)

Abstract

This literature review focuses on achieving educational equity through catering for differences in students’ instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students’ instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students’ different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students’ different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students’ needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

Original languageEnglish
Article number113
JournalEducation Sciences
Volume8
Issue number3
DOIs
Publication statusPublished - Sept 2018
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2018 by the authors. Licensee MDPI, Basel, Switzerland.

Research programs

  • ESSB PED

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