Implementing Differentiated Instruction: A Mixed-Methods Exploration of Teacher Beliefs and Practices

Autor/inn/en	Whitley, Jessica; Gooderham, Suzanne; Duquette, Cheryll; Orders, Shari; Cousins, J. Bradley
Titel	Implementing Differentiated Instruction: A Mixed-Methods Exploration of Teacher Beliefs and Practices
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 8, S.1043-1061 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whitley, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1699782
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Attitudes; Beliefs; Individualized Instruction; Self Efficacy; Misconceptions; Educational Practices; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Belief; Glaube; Individualisierender Unterricht; Self-efficacy; Selbstwirksamkeit; Missverständnis; Bildungspraxis; Kanada
Abstract	Differentiated Instruction (DI) continues to be a framework adopted within K-12 settings as it supports planning for the needs of diverse groups of students. However the research base exploring the implementation of DI is limited. The current study explores the relationships between individual and contextual variables on teachers' use of DI practices drawing upon data from a survey (N = 4875) and focus groups (N = 46). Results indicate that beliefs, self-efficacy and organisational support were significantly related to teachers' DI practice. Teachers described varied understandings, misconceptions and beliefs about DI. Research and practice implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01