Improving kindergarten teachers’ differentiation practices to better anticipate student differences

Abstract

This article presents the findings from a teacher intervention in Dutch
\nkindergartens aimed at improving teachers’ differentiation practices
\n(DP) to better anticipate student differences. The intervention was
\ndesigned to improve the match between student levels and curricular
\nactivities, in particular for high-ability students and consists of three
\ncomponents. A pretest–posttest cluster randomised design was used
\nwith three conditions: control (n = 34), pilot intervention (n = 32) and
\nimproved intervention (n = 34). Quantitative results demonstrate
\nthat the intervention fidelity was relatively high in the improved
\nintervention. Correlations confirmed that teacher-reported DP were
\nhigher in schools where the intervention was more completely
\nimplemented. DP were enhanced in both intervention conditions,
\nbut showed greater improvement in the improved intervention.
\nQualitative data revealed process characteristics that reflect problems
\nschools encounter with this intervention. Teachers can be supported
\nin improving DP, but this requires school-wide intensive and long
\nsupport.