NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1351164
Record Type: Journal
Publication Date: 2022-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-5176
EISSN: EISSN-1469-3704
Available Date: N/A
Differentiated Instruction within Senior Secondary Curriculum Frameworks: A Small-Scale Study of Teacher Views from an Independent South Australian School
Curriculum Journal, v33 n4 p570-586 Nov 2022
There is a paucity of research around Differentiated Instruction (DI) in Australian senior secondary education even though this approach has been shown to have the potential to cater for diverse learning needs in inclusive classrooms in other school contexts. Investigating how DI is understood and implemented by teachers in a senior secondary context will allow for a deeper insight into, and possible improvement in, teachers' knowledge and use of the DI approach. This qualitative study focussed on how four teachers from one school viewed DI and how they employed and documented DI practices in their senior secondary classrooms when catering for the needs of diverse learners. The teachers noted positive outcomes such as happy students and a sense of fulfilment for the teacher, as well as enablers for implementing DI effectively, including teacher collaboration and reflection. Challenges to effectively implementing DI were mentioned, such as a lack of time and large class sizes.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A