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As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students' needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers' professional development. Three teams of secondary education teachers were trained and coached to implement differentiated instruction in their classrooms. They planned their instructional design collaboratively to align with the contextuality of their school and while implementing the planned instructional design, they responded to students with diverse readiness levels or learning profiles. Teachers' implementation of differentiated instruction was observed and interpreted using an action research methodology. Results show that teachers struggled in assessing students' differences. Moreover, teachers' responsivity appeared to be determined not only by cognitive traits but also by other types of individual differences. Implications for theory and practice are discussed.

This paper presents a checklist that scaffolds teachers' professional decision-making with regard to differentiated instruction. It discusses the way the concept of differentiated instruction may be applied in an evidence-informed way by presenting a checklist for high-quality differentiated instruction (DI). We tried to tackle the question of how to implement differentiated instruction in a research-informed way. We sought answers in meta-analyses on effective teaching practices. To investigate accordance between this literature and two models for DI, all elements in these models were operationalized. We scrutinized whether the operational elements in these models are characterized by effectivity as effective teaching practices. The result is an evidence-informed checklist that helps teachers who want to apply the concept of DI in their practice which consists of three sets of criteria: (1) the teachers in relation to the students; (2) the teacher and the learning goals; (3) the teacher and the lesson design. The checklist clearly indicates that DI requires a repertoire of teaching methods. Most elements mentioned in both models for DI are supported by evidence-based research, however the application of flexible grouping and the use of learning styles for DI are discussed. This checklist may aid teachers to assess and improve their own teaching practice.

This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made professional development program. Second an implementing period followed in which the participants worked collaboratively in teacher teams and were coached while implementing differentiated instruction. Field notes and interview transcripts (n = 20) with participants were collected. These were analysed thematically. Results show that teachers succeeded in implementing a range of strategies associated with differentiated instruction. In particularly they use cooperative learning strategies to accommodate heterogeneity. However, as the instructional design was not organized responsively this did not result in a practice of responsive teaching. In this study, the implementation of differentiated instruction is shown to be a complex type of educational change. We propose to conceptualize the practice of differentiated instruction as a teachers' competence with higher and lower achievement level.

Recent research indicates that risk competence and perception can be improved through the learning environment. The project "Riscki" examined how risk perception and risk competence in young children between three and eight years of age can be observed and measured within the classroom and school context. An intensive package of risky-play activities was administered over a three-month period to two classes (four- and six-year-olds) and two age-matched classes served as controls. Before and after the intervention period, quantitative and qualitative aspects of risk competence were evaluated in all children by: (1) a change detection paradigm; (2) teacher ratings; and (3) independent observer's qualitative ratings. The results showed that risk perception and competence in young children can be improved through an intensive offer of risky-play activities at school. Moreover, the risk detection test and observational questionnaires are promising instruments to measure risk competence.

1. A first sample of a cross-section of the Belgian population was studied. 2. The presence of hypertension or borderline hypertension was established on the basis of two examinations at 1-3 weeks intervals, during which the blood pressure was measured four times after 10 min rest. 3. The prevalence of both hypertension and borderline hypertension increased with age in the two sexes and, independently of age, with the relative weight. 4. The probable effect of arm circumference in overestimation of blood pressure in heavy subjects was analysed by multivariate correlations. It was concluded that if the influence of arm circumference is excluded, the effect of relative weight on blood pressure is less marked but still present.

Various sociological and biological parameters have been studied in a population of 420 subjects - 335 men and 85 women - living in a semi rural country and having presented a myocardial infarct. Our study shows big differences in epidemiology between men and women: 1. The age of women is on an average seven years older than men (63 years against 56). 2. The women's average rate of cholesterol oversteps men's rate by 21 mg% (291 mg % against 271). 3. The blood pressure, systolic and diastolic, is distinctly higher by women (mean 171/97) tan by men (148/98). Amid women, 63% have a S.B.P. equal to or higher than 160 mm Hg against 23% by men and 56% have a D.B.P. equal to or higher than 100 mm Hg against 21 % by men. 4. Hyperglycemia is more frequent among women; man rate: 103 mg % against 88 mg % by men; 17 % of the women have an equal to or higher rate than 110 mg % (8 % among men). 5. Obesity, expressed by a weight index, equal to or higher than 120, is found in 76 % of the women and 34 % of the men. The mean index is 123 by the women and 115 by the men. 6. Cigarette smoking is far more important by men: 65 % of the men smoke at least 15 cigarettes a day with smoke inhalation. This factor is practically not met by women. The smokers get their myocardial infarct at a significantly lower age than no smoking men and women. The women of our infarct population have thus an age, a cholesterol rate, a blood pressure and a glycemia higher than men of the same population; they are more frequently overweight but they don't smoke. Consequently, metabolic agents seem to play an essential part in coronary risk in women.