This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of Differentiated Instruction (DI) in P–12 classrooms. Research questions examined frameworks that defined DI, classroom operationalization of DI, key barriers and facilitators, and how changes in teacher practices across studies did not lead to a common definition of DI. Extracted data were analyzed by study type, DI purpose, theoretical framework, research questions, methodology, analysis method, expected/reported change in teacher practice, expected/reported impact on student learning, key barriers, facilitators, contextual factors, and implications for teaching and research. Findings demonstrated how the many different frameworks used to define DI shaped a variety of changes to teacher practices and roles. The purpose of DI varied widely from a systematic response to policy to informal teacher perception of student differences. Barriers included the DI decision source (institution vs. teacher). Facilitators focused on teacher view of time, resources, control, and dispositions toward differences and ambiguity. The need for systematic replicable studies with greater methodological rigor is discussed and a more integrative definition of DI focused on teacher instructional reasoning and decision making is proposed for future research.

中文翻译：

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改变“一刀切”到差异化教学如何影响教学？

这份严谨的文献综述分析了 2001 年至 2015 年期间在美国开展的 28 项研究如何定义、描述和衡量与在 P-12 课堂实施差异化教学 (DI) 相关的教学实践的变化。研究问题检查了定义 DI 的框架、DI 的课堂操作、主要障碍和促进因素，以及教师实践中跨研究的变化如何没有导致 DI 的共同定义。提取的数据按研究类型、DI 目的、理论框架、研究问题、方法论、分析方法、教师实践中预期/报告的变化、对学生学习的预期/报告影响、关键障碍、促进因素、背景因素和对教学的影响进行分析和研究。调查结果表明，用于定义 DI 的许多不同框架如何影响教师实践和角色的各种变化。DI 的目的多种多样，从对政策的系统反应到教师对学生差异的非正式看法。障碍包括 DI 决策来源（机构与教师）。辅导员专注于教师对时间、资源、控制以及对差异和歧义的倾向的看法。讨论了对具有更高方法学严谨性的系统可复制研究的需求，并为未来的研究提出了一个更加综合的 DI 定义，重点是教师教学推理和决策制定。障碍包括 DI 决策来源（机构与教师）。辅导员专注于教师对时间、资源、控制以及对差异和歧义的倾向的看法。讨论了对具有更高方法学严谨性的系统可复制研究的需求，并为未来的研究提出了一个更加综合的 DI 定义，重点是教师教学推理和决策制定。障碍包括 DI 决策来源（机构与教师）。辅导员专注于教师对时间、资源、控制以及对差异和歧义的倾向的看法。讨论了对具有更高方法学严谨性的系统可复制研究的需求，并为未来的研究提出了一个更加综合的 DI 定义，重点是教师教学推理和决策制定。