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Differentiated instruction in a data-based decision-making context
2017
School Effectiveness and School Improvement
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd-and 5thgrade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were
doi:10.1080/09243453.2017.1366342
fatcat:lifpdt6t6bbf7cg2yla2undrjy