dc.contributor.author | Eikeland, Ingunn | |
dc.contributor.author | Ohna, Stein Erik Solbø | |
dc.date.accessioned | 2023-01-20T09:07:58Z | |
dc.date.available | 2023-01-20T09:07:58Z | |
dc.date.created | 2022-05-23T16:51:46Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 1-14. | en_US |
dc.identifier.issn | 2002-0317 | |
dc.identifier.uri | https://hdl.handle.net/11250/3044851 | |
dc.description.abstract | Differentiation in education can be seen as a means of responding to student diversity in order to meet the vision of a school for all. Differentiation has been widely addressed within a western context, and it appears to be a versatile phenomenon as it occurs under various guises and with a variety of terms and modes of operationalizations. The aim of this configurative review is to investigate how differentiation appears in the international context and to contribute to a much-needed overview of the concept. Analysis of 28 scientific papers representing a broad range of national affiliations resulted in two main findings. First, differentiation is a complex idea that appears to be presented either as differentiating students or differentiating teaching. Four perspectives for approaching differentiation further illustrate the complexity of the phenomenon: differentiation as individualization, differentiation as adaptation to specific groups, differentiation as adaptations within diverse classrooms, and differentiation in a system perspective. Second, the analysis revealed that there are almost no studies transcending the focus on teachers and the classroom by addressing the organizational or system/policy level. This review argues for the benefits that a more system-oriented perspective of differentiation would provide. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Differentiation in education: a configurative review | en_US |
dc.title.alternative | Differentiation in education: a configurative review | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | The author | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200 | en_US |
dc.source.journal | Nordic Journal of Studies in Educational Policy | en_US |
dc.identifier.doi | 10.1080/20020317.2022.2039351 | |
dc.identifier.cristin | 2026710 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |