Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms: It's impact on the Quality and Equity Dimensions of Education Effectiveness

This paper presents the results of a study concerning the application of differentiated instruction in mixed ability classes, in which 24 elementary classes of 479 Cypriot pupils participated. The study provides evidence about the effect that systematic differentiated instruction in mixed ability classes has on students’ achievement. The results of the experimental group of the research that had received differentiated instruction were compared by multilevel regression with the results of the control group that had not received differentiated instruction. The comparison aimed at investigating the difference in achievement between the two groups and the identification of other factors that affected students’ achievement between and within these groups. A multilevel structure equation model was used to demonstrate the relations and the impact of the change of teaching practices, monitored by a differentiated instruction observation key, over students’ achievement. Along with the main research question determining the impact of differentiated teaching on students’ achievement, research results gave substantial evidence over the dimensions of quality and equity of education effectiveness. Quality and equity dimensions of education effectiveness consists of main conflict issues for differentiation instruction in mixed ability classrooms. Based on the results of the study presented, this articles’ main target is to discuss how differentiated instruction can promote equity and quality for all in mixed ability classrooms. Introduction Educational effectiveness has been one of the main problems encountered in modern societies’ educational systems. Research reveals that educational systems fail to meet the challenge of providing quality and equity, leading to achievement gap (Brooks-Gunn & Duncan, 1997; De Civita, Pagani, Vitaro, & Tremblay, 2004; Strant, 1999), between different groups of students. Evidence supports that achievement gap increases during schooling (Fryer & Levitt, 2004, 2006). These findings declare that education has failed to fulfill its mediating role and educational systems have not found the way to be effective for all. Narrowing the achievement gap has been the main aim of socially directed educational systems, in order to achieve equity. Although many curriculum reforms and policies were formed based on providing and promoting equity trough enchainment of quality in education, the results of such efforts around the globe have not been very promising. Traditional and undifferentiated instructive approaches that do not facilitate the construction of knowledge for all students in mixed ability classrooms are seen as one of the basic factors causing this problem (Valiande, 2010). Supporters of differentiation and its effectiveness state that it is the only way for effective teaching for all students in mixed ability classrooms (Tomlinson, 1999, 2001; Koutselini, 2006). Differentiation guides the planning and instruction in mixed ability classrooms based on students and their needs, facilitating the construction of knowledge for each and every student based on its prior knowledge and dexterities. The study presented in this article, is mainly an effort to put differentiation in practice, by fulfilling the key presuppositions for effective differentiated instruction and evaluating its implementation and its effectiveness, aiming at finding a way to act in the best interest of all students in mixed ability classes.