Research | Using Small Groups to Differentiate Instruction

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010- 4038. What Works Clearinghouse . Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension, RAND Corporation, MR-1465-OERI, 2002. As of February 22, 2024: https://www.rand.org/pubs/monograph_reports/ MR1465.html Sørensen, A. B., & Hallinan, M. T. (1986). Effects of ability grouping on growth in academic achievement. American Educational Research Journal , 23(4), 519–542. https://doi.org/10.2307/1163088 Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research , 86(4), 849–899. http://www.jstor.org/ stable/44668238 Thurlow, M. L., Ysseldyke, J. E., Wotruba, J. W., & Algozzine, B. (1993). Instruction in special education classrooms under varying student-teacher ratios. The Elementary School Journal , 93(3), 305–320. http:// www.jstor.org/stable/1001897 Timmermans, A. C., de Boer, H., & van der Werf, M. P. C. (2016). An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes. Social Psychology of Education , 19(2), 217–240. https://doi.org/10.1007/s11218-015- 9326-6

Vaughn, S., Hughes, M. T., Moody, S. W., & Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in School and Clinic , 36(3), 131–137. https://doi. org/10.1177/105345120103600301 Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Bryant, D., Dickson, S., & Blozis, S. (2003). Reading instruction grouping for students with reading difficulties. Remedial and Special Education . 24, 301–316. https://doi.org/10. 1177/07419325030240050501 Völlinger, V. A., Lubbe, D., & Stein, L. K. (2023). A quasi- experimental study of a peer-assisted strategy- based reading intervention in elementary school. Contemporary Educational Psychology , 73. https://doi. org/10.1016/j.cedpsych.2023.102180 Ward, E., MacPhee, J., Siegal, S.W., & Tavernit, J. (2024). Your teacher-led small group instruction survey [Unpublished raw data]. Scholastic, Inc. Watts-Taffe, S., (Barbara) Laster, B. P., Broach, L., Marinak, B., Connor, C. M., & Walker-Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. The Reading Teacher , 66(4), 303–314. https://doi.org/10.1002/TRTR.01126 Weiss, S. L. (2013). Learning-related behaviors: Small group reading instruction in the general education classroom. Intervention in School and Clinic , 48(5), 294–302. https://doi.org/10.1177/1053451212472231 Wilkinson, I., & Fung, I. (2002). Small-group composition and peer effects. International Journal of Educational Research , 37(5), 425–447. https://doi.org/10.1016/ S0883-0355(03)00014-4 Wisniewski B., Zierer K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology , 10. https:// doi.org/10.3389/fpsyg.2019.03087 Wyatt, T., Chapman-DeSousa, B. (2017). Teaching as interaction: Challenges in transitioning teachers' instruction to small groups. Early Childhood Education Journal , 45, 61–70 https://doi.org/10.1007/s10643- 015-0758-6 Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction . 80. https://doi.org/10.1016/j.learninstruc.2022.101616

Tobin, R., & McInnes, A. (2008). Accommodating differences: Variations in differentiated literacy

instruction in grade 2/3 classrooms. Literacy , 42, 3–9. https://doi.org/10.1111/j.1467-9345.2008.00470.x

Tobin, R. & Tippett, C. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education , 12. https://doi. org/10.1007/s10763-013-9414-z Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Association for Supervision and Curriculum Development.

ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 34

Made with FlippingBook - Online catalogs