Capturing the complexity of differentiated instruction

Marieke van Geel; Trynke Keuning; Jimmy Frerejean; Diana Dolmans; Jeroen van Merrienboer; Adrie J. Visscher

doi:10.1080/09243453.2018.1539013

Capturing the complexity of differentiated instruction

Marieke van Geel^*, Trynke Keuning, Jimmy Frerejean, Diana Dolmans, Jeroen van Merrienboer, Adrie J. Visscher

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Original language	English
Pages (from-to)	51-67
Number of pages	17
Journal	School Effectiveness and School Improvement
Volume	30
Issue number	1
DOIs	https://doi.org/10.1080/09243453.2018.1539013
Publication status	Published - 2 Jan 2019

Keywords

Differentiated instruction
cognitive task analysis
primary education
mathematics
assessment

Access to Document

10.1080/09243453.2018.1539013

Cite this

van Geel, M., Keuning, T., Frerejean, J., Dolmans, D., van Merrienboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51-67. https://doi.org/10.1080/09243453.2018.1539013

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AU - Visscher, Adrie J.

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