The Effects of Grouping Practices and Curricular Adjustments on Achievement

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Differentiated instruction in small schools (2012, background): “From Vygotskij (1978), we know that individuals learn best when they are in a context that provides a moderate challenge; Vygotskij refers to this environment as the “zone of proximal development”.”
Research on Giftedness and Gifted Education (2014, background): “One lingering issue with the studies of curricular impact is the lack of appropriate standardized instruments to measure the outcomes of the instructional units and curriculum offered to gifted students; as a result, most intervention studies are dependent on—and criticized for—the use of experiment”
Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness (2015, background): “…on a very specific learning focus i.e. reading ability (Jones et al., 2012), learning styles, multiple intelligences (Gangi, 2011) and on certain subject areas, including only small numbers of students for very limited time periods (Baumgartner et al., 2003; Geisler et al., 2009; Tieso, 2005).”
Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, result): “Second, consistent with previous research, intentional composition of student groups was also reported as a frequently used DI practice (Tieso, 2005).”