Presenting author
\n<\/b>Boukje Compen, PhD<\/p>\n
I’m an Assistant Professor working for the School of Health Professions Education (SHE) and the Taskforce Faculty Development of Maastricht University. Currently I’m primarily involved in researching how teachers in both vocational and higher education can be prepared to effectively deal with differences between students.<\/p>\n
Contact details<\/i><\/p>\n
b.compen@maastrichtuniversity.nl<\/a> Contributing authors<\/b> Jeroen van Merri\u00ebnboer – Full Professor – SHE – Maastricht\u00a0 University<\/p>\n Diana Dolmans – Full Professor – SHE – Maastricht University<\/p>\n The insights from this study are currently integrated in the design and development of a training on DI for teachers in vocational education in the Euregion Meuse-Rhine.<\/p>\n Summary<\/strong><\/p>\n In this study we conducted focus group interviews to examine the extent to which differentiated instruction (DI) principles identified in other education. In addition, we examined the (best) practices for implementing these principles.<\/p>\n Next steps<\/strong><\/p>\n The insights from this study are currently integrated in the design and development of a training on DI for teachers in vocational education in the Euregion Meuse-Rhine.<\/p>\n The training will consist of two main parts:<\/p>\n – General part (7 video clips in an interview format including interactive elements to encourage active learning)<\/p>\n – Tailored part (a series of team coaching sessions within the schools adapted to the specific needs of the teacher teams participating)<\/p>\n >> We aim to share the initial results of the evaluation of this training during AMEE 2023.<\/p>\n References<\/strong><\/p>\n<\/div>\n Elo, S., & Kyng\u00e4s, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62<\/i>(1), 107-115.<\/p>\n Inspectie van het Onderwijs. (2021). Themaonderzoek differenti\u00ebren in MBO<\/i>. Ministerie van Onderwijs, Cultuur en Wetenschap.<\/p>\n Inspectie van het Onderwijs. (2021). Gevolgen van 16 maanden corona voor het middelbaar beroepsonderwijs<\/i> [Technisch rapport].<\/p>\n Keuning, T., van Geel, M., & Smienk-Otten, C. (2021). Differentieren in 5, 4, 3…<\/i> Pica.<\/p>\n RIVM, Trimbos-instituut, & GGD GHOR Nederland. (2021). Monitor mentale gezondheid en middelengebruik studenten hoger onderwijs. Deelrapport I: Mentale gezondheid van studenten in het hoger onderwijs<\/i> [Rapport].<\/p>\n Stalmeijer, R. E., McNaughton, N., & Van Mook, W. N. K. A. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher, 36<\/i>(11), 923-939.<\/p>\n T\u00f6rr\u00f6nen, J. (2018). Using vignettes in qualitative interviews as clues, microcosms or provokers. Qualitative Research Journal, 18<\/i>(3), 276-286.<\/p>\n van Geel, M., Keuning, T., Fr\u00e8rejean, J., Dolmans, D., van Merri\u00ebnboer, J. J. G., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30<\/i>(1), 51-67.<\/p>\n van Geel, M. T. K., Meutstege, K., De Vries, J. A., Visscher, A. J., Wolterinck, C. H. D., Schildkamp, K., & Poortman, C. L. (In Press). Adapting teaching to students’ needs: What does it require from teachers? In Effective teaching around the world – Theoretical, Empirical, Methodological and Practical Insights<\/i>. Springer.<\/p>\n Wilkinson, S. (2021). Analysing focus group data. In D. Silverman (Ed.), Qualitiative Research<\/i>. Sage<\/p>\n","protected":false},"excerpt":{"rendered":" In this study we conducted focus group interviews to examine the extent to which differentiated instruction (DI) principles identified in other education. In addition, we examined the (best) practices for implementing these principles.<\/p>\n","protected":false},"author":1,"featured_media":961,"template":"","class_list":["post-1371","scientific-article","type-scientific-article","status-publish","has-post-thumbnail","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/emr-skills4you.eu\/fr\/wp-json\/wp\/v2\/scientific-article\/1371","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emr-skills4you.eu\/fr\/wp-json\/wp\/v2\/scientific-article"}],"about":[{"href":"https:\/\/emr-skills4you.eu\/fr\/wp-json\/wp\/v2\/types\/scientific-article"}],"author":[{"embeddable":true,"href":"https:\/\/emr-skills4you.eu\/fr\/wp-json\/wp\/v2\/users\/1"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/emr-skills4you.eu\/fr\/wp-json\/wp\/v2\/media\/961"}],"wp:attachment":[{"href":"https:\/\/emr-skills4you.eu\/fr\/wp-json\/wp\/v2\/media?parent=1371"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nlinkedin.com\/in\/boukje-compen-a1911461<\/a><\/p>\n
\nDani\u00eblle Verstegen – Associate Professor – SHE – Maastricht University<\/p>\n