Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis
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Embargoed until: 2023-05-31
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Accepted Manuscript (AM)
Author(s)
Gibbs, Kathryn
McKay, Loraine
Year published
2021
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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, ...
View more >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.
View less >
View more >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.
View less >
Journal Title
International Journal of Educational Research
Volume
109
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