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Teachers and their implementation of differentiated instruction in the classroom
ARTICLE

, , Department of Educational Studies, Belgium ; , Department of Psychology, Indonesia

TATE Volume 67, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Growing student diversity in today's classrooms calls for appropriate instructional strategies. Differentiated instruction (DI) is put forward as a key solution but seems challenging. In this study, actual DI implementation of teachers is linked to a complex set of variables: teachers' DI self-efficacy, teaching beliefs, teaching experience, professional development, teacher certification, and classroom size. The findings show that DI implementation seems high, but is still below a critical benchmark. The regression analysis results indicate 39% of the variation in DI implementation which can significantly linked to DI self-efficacy beliefs, higher constructivist beliefs and higher classroom size. Research implications are discussed.

Citation

Suprayogi, M.N., Valcke, M. & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education: An International Journal of Research and Studies, 67(1), 291-301. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.06.020

Keywords