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

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, 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.