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  • Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis

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    Embargoed until: 2023-05-31
    File version
    Accepted Manuscript (AM)
    Author(s)
    Gibbs, Kathryn
    McKay, Loraine
    Griffith University Author(s)
    Gibbs, Kathy
    McKay, Kathy
    McKay, Loraine M.
    Year published
    2021
    Metadata
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    Abstract
    This paper presents findings from a systematic review to identify how differentiated instruction (DI) is used in Australian mainstream schools. The literature identified a scarcity of research over the past decade. Six relatively small-scale studies met the inclusion criteria. Analysis revealed three themes: the ‘how’ of DI, teacher concerns using DI, and school leaders’ roles and responsibilities. Findings showed teachers effectively used differentiated pedagogical practices in their mainstream classrooms. However, there is a need for a clearer definition of DI as a teaching practice. Ongoing professional learning, mentoring, ...
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    This paper presents findings from a systematic review to identify how differentiated instruction (DI) is used in Australian mainstream schools. The literature identified a scarcity of research over the past decade. Six relatively small-scale studies met the inclusion criteria. Analysis revealed three themes: the ‘how’ of DI, teacher concerns using DI, and school leaders’ roles and responsibilities. Findings showed teachers effectively used differentiated pedagogical practices in their mainstream classrooms. However, there is a need for a clearer definition of DI as a teaching practice. Ongoing professional learning, mentoring, and coaching about DI supported by school leaders is essential. Finally, there is a pressing need for further studies on how DI is currently implemented in Australian schools.
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    Journal Title
    International Journal of Educational Research
    Volume
    109
    DOI
    https://doi.org/10.1016/j.ijer.2021.101799
    Copyright Statement
    © 2021 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Education
    Curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/404885
    Collection
    • Journal articles

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