The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis
The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in.
- Pub. date: January 15, 2020
- Pages: 331-349
- 1715 Downloads
- 2237 Views
- 18 Citations
The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors’ keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations “A Time for Telling”, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.
Keywords: Bibliometrics, citation analysis, differentiated instruction.
References
Abbati, D. G. (2012). Differentiated instruction: Understanding the personal factors and organizational conditions that facilitate differentiated instruction in elementary mathematics classrooms (Unpublished doctoral dissertation). University of California, California, USA
Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. SAGE Open, 1–17. https://doi.org/10.1177/2158244019829575
Akyol, H., & Boyaci-Altinay, Y. (2019). Reading difficulty and its remediation: A case study. European Journal of Educational Research, 8(4), 1269–1286. https://doi.org/10.12973/eu-jer.8.4.1269
Batanero, J. M. F.-, Rueda, M. M.-, Fernandez-Cerero, J., & Martinez, I. G.-. (2019). Impact of the information and communication technologies on the education of students with Down Syndrome: A bibliometric study (2008- 2018). European Journal of Educational Research, 9(1), 79–89. https://doi.org/10.12973/eu-jer.9.1.79
Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71(2018), 34–45.
Dixon, F., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127.
Etienne, J. S. (2011). A grounded theory approach to use of differentiated instruction to improve students ’ outcomes in mathematics (Unpublished doctoral dissertation). Walden University, Minnesota, USA.
Gettinger, M., & Stoiber, K. C. (2012). Curriculum-based early literacy assessment and differentiated instruction with high-risk preschoolers. Reading Psychology, 33(1-2), 11–46.
Gondivkar, S. M., Sarode, S. C., Gadbail, A. R., Gondivkar, R. S., Chole, R., & Sarode, G. S. (2018). Bibliometric analysis of 100 most cited articles on oral submucous fibrosis. Journal of Oral Pathology and Medicine, 47(8), 781–787. https://doi.org/10.1111/jop.12742
Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient. Gifted Child Quarterly, 53(4), 251–253.
Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated instruction in a teacher education setting: Successes and challenges. International Journal of Higher Education, 2(3), 28–40.
Keefer, A. (2001). Electronic journals, scholarly communication and libraries. BiD. Retrieved from http://bid.ub.edu/06keefe2.htm
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567–587.
Lopez-illescas, C., Moya-anegon, F. De, & Moed, H. F. (2008). Coverage and citation impact of oncological journals in the Web of Science and Scopus. Journal of Informetrics, 2(2008), 304–316. https://doi.org/10.1016/j.joi.2008.08.001
Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & Lopez-Cozar, E. D. (2018). Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories. Journal of Informetrics, 12(4), 1160–1177. https://doi.org/10.1016/j.joi.2018.09.002
Mathankar, A. R. (2018). Bibliometrics: An overview. International Journal of Library & Information Science, 7(3), 9–15.
Melesse, T. (2015). Differentiated instruction: Perceptions, practices and challenges of primary school teachers. Science, Technology and Arts Research Journal, 4(3), 253–264.
Merawi, T. M. (2018). Primary school teachers ’ perceptions of differentiated instruction ( DI ) in Awi Administrative Zone , Ethiopia. Bahir Dar j Educ., 18(2), 152–173.
Mingers, J., & Kaymaz, E. (2019). Normalizing book citations in Google Scholar : A hybrid cited-side citing-side method. Journal of Data and Information Science, 4(2), 19–35. https://doi.org/10.2478/jdis-2019-0007
Moed, H. F. (2005). Citation analysis in research evaluation. Dordrecht, The Netherlands: Springer.
Muthomi, M. W., & Mbugua, Z. K. (2014). Effectiveness of differentiated instruction on secondary school students achievement in mathematics. International Journal of Applied Science and Technology, 4(1), 116–122.
Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108.
Nedellec, C. M. (2015). Teachers’ understanding of differentiated instruction in Swiss elementary schools. (Doctoral Dissertation). Available from ProQuest Dissertations & Theses. (Order No. 3718012).
Osei, A. M., Liang, Q. J., Natalia, I., & Stephen, M. A. (2016). The use of pre-reading activities in reading skills achievement in preschool education. European Journal of Educational Research, 5(1), 35–42. https://doi.org/10.12973/eu-jer.5.1.35
Othman, R., Shahrill, M., Mundia, L., Tan, A., & Huda, M. (2016). Investigating the relationship between the student’s ability and learning preferences: Evidence from year 7 mathematics students. New Educational Review, 44(2), 125–138.
Pentimonti, J. M., Justice, L. M., Yeomans-Maldonado, G., McGinty, A. S., Slocum, L., & O’Connell, A. (2017). Teachers’ use of high- and low-support scaffolding strategies to differentiate language instruction in high-risk/economically disadvantaged settings. Journal of Early Intervention, 39(2), 125–146. https://doi.org/10.1177/1053815117700865
Purkayastha, A., Palmaro, E., Falk-krzesinski, H. J., & Baas, J. (2019). Comparison of two article-level , field-independent citation metrics : Field-Weighted Citation Impact ( FWCI ) and Relative Citation Ratio ( RCR ). Journal of Informetrics, 13(2), 635–642. https://doi.org/10.1016/j.joi.2019.03.012
Reilly, E., & Migyanka, J. (2016). Moving all students towards mathematical success: Teachers’ perceptions of learning and implementing differentiating instruction. Journal of Mathematics Education, 9(1), 16–28.
Reis, S. M., Mccoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501.
Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Conference: The Annual Mid-South Educational Research (MSERA) Conference (pp. 1–22). Knoxville, Tennessee
Ruys, I., Defruyt, S., Rots, I., & Aelterman, A. (2013). Differentiated instruction in teacher education: A case study of congruent teaching. Teachers and Teaching: Theory and Practice, 19(1), 93–107.
Salisbury, L. (2009). Web of Science and Scopus: A comparative review of content and searching capabilities. The Charleston Advisor, (July), 5–18.
Seiler, S. (2014). Perceptions of Missouri elementary principals to lead differentiated instruction initiatives. (Doctoral Dissertation). Available from ProQuest Dissertations & Theses. (Order No. 3624053).
Siam, K., & Al-Natour, M. (2016). Teacher’s differentiated instruction practices and implementation challenges for learning disabilities in Jordan. International Education Studies, 9(12), 167.
Stollman, S., Meirink, J., Westenberg, M., & Driel, J. V. (2019). Teachers’ interactive cognitions of differentiated instruction in a context of student talent development. Teaching and Teacher Education, 77, 138–149.
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301.
Taylor, B. K. (2016). Pre-service teachers’ knowledge of reading and assessment for providing differentiated instruction to struggling readers and how this knowledge relates to their perceptions for the use of retention (Unpublised doctoral dissertation). Texas A&M University, Texas, USA.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., … Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145.
Tulbure, C. (2011). Differentiated instruction for pre-service teachers: An experimental investigation. Procedia - Social and Behavioral Sciences, 30 (2011), 448–452.
Valiande, S., & Koutselini, M. I. (2009). Application and evaluation of differentiation instruction in mixed Ability classrooms. In 4th Hellenic Observatory PhD Symposium, LSE (pp. 25–26).
Wan, S. W. Y. (2016). Differentiated instruction: are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, 284–311. https://doi.org/10.1080/13540602.2016.1204289
Wu, S.-C., & Chang, Y.-L. (2015). Advancing kindergarten teachers’ knowledge and capabilities of differentiated instruction associated with implementation of thematic integrated curriculum. Procedia - Social and Behavioral Sciences, 177 ( 2015 ), 246–250.
Younis, M. H. I. (2013). General education teachers’ and learning disabilities teachers’ level of knowledge of differentiated instruction. Life Science Journal, 10(2), 1879–1886.
Ysseldyke, J., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for the Education of the Gifted, 27(4), 293–310.
Zhang, X., Estoque, R. C., Xie, H., Murayama, Y., & Ranagalage, M. (2019). Bibliometric analysis of highly cited articles on ecosystem services. PLoS ONE, 14(2), 1–16.
Zitt, M., Ramanana-Rahary, S., & Bassecoulard, E. (2005). Relativity of citation performance and excellence measures : From cross-field to cross-scale effects of field-normalisation. Scientometrics, 63(2), 373–401.