Using collaborative action research to enhance differentiated instruction

Dulfer, Nicky; Kriewaldt, Jeana; McKernan, Amy

doi:10.1080/13603116.2021.1992678

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…Judy further acknowledged a result of implementing DI was that she was able to gain a sense of self-worth from the process, stating that when she differentiated, she noticed that her students were "happy". Dulfer et al (2021) stated that an active team culture led to more sophisticated DI practices and this research builds on this notion as a strong collaborative culture is not only needed with colleagues, but students too, particularly in building student agency (Boaler, 2008). Thus, involving students in the planning process may allow teachers to plan for more contextualised approaches towards DI.…”

Section: Positive Outcomes Enablers and Challengesmentioning

confidence: 81%

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Porta

Todd

2022

The Curriculum Journal

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There is a paucity of research around Differentiated Instruction (DI) in Australian senior secondary education even though this approach has been shown to have the potential to cater for diverse learning needs in inclusive classrooms in other school contexts. Investigating how DI is understood and implemented by teachers in a senior secondary context will allow for a deeper insight into, and possible improvement in, teachers' knowledge and use of the DI approach. This qualitative study focussed on how four teachers from one school viewed DI and how they employed and documented DI practices in their senior secondary classrooms when catering for the needs of diverse learners. The teachers noted positive outcomes such as happy students and a sense of fulfilment for the teacher, as well as enablers for implementing DI effectively, including teacher collaboration and reflection. Challenges to effectively implementing DI were mentioned, such as a lack of time and large class sizes.

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Section: Positive Outcomes Enablers and Challengesmentioning

confidence: 81%

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Porta

Todd

2022

The Curriculum Journal

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“…Therefore, there is a demand for effective differentiation during science teacher preparation programs that may support the development of pre-service teachers' DI. Changing the middle scenario to the best scenario is possible by promoting professional learning for pre-service teachers when they start their teaching careers as beginning teachers (Dixon et al, 2014;Maeng & Bell, 2015;Suprayogi et al, 2017;Dack, 2019;Smets & Struyven, 2020;Wan, 2020;Kahmann et al, 2022), as well as through coursework (Dack, 2018) and introduction to collaborative action research at the university level (Dulfer et al, 2021), providing an extensive understanding regarding differentiated instruction (Woollacott, 2014;Onyishi & Sefotho, 2020;Scarparolo & Subban, 2021;Nepal et al, 2021;Bi et al, 2023;Obrovská et al, 2023), and raising awareness of differentiated instruction (Gheyssens et al, 2021) as it will influence the teachers' perception and belief about teaching and learning, and instruction (Tomlinson, 2014;Schwab et al, 2022;Maia & Freire, 2023;Schwab & Woltran, 2023) Lastly, this research may reflect the future implementation of differentiated instruction on physics learning in secondary school through scenario rendition. It may implicate the school leaders in the future on how important leading professional learning (Le Fevre et al, 2020) to support the current undergraduate students regarding their future work and maintain the quality of teaching and learning in secondary school, as well as building a capacity for improvement (Campbell et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

Putra,

Pribadi,

Zakiyah

2023

JPII

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This study has successfully constructed the scenario of differentiated instruction (DI) on physics learning as a reflection of readiness and future implementation through undergraduate students’ beliefs. Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. However, differentiated instruction in physics may or may not challenge its users in reality as it depends on beliefs and views about the nature of science, instruction, and pedagogical content knowledge. This quantitative-qualitative study involved 56 undergraduate students and consisted of three main stages: preliminary, analysis, and rendition. In the first and second stages, we found a strong negative correlation between the proportion of mathematics-conceptual knowledge of the topics and the possibility of implementing differentiated instruction (r =-0,576). Meanwhile, belief in self-proficiency is directly proportional to the DI implementation possibility (r = 0.828). In conclusion, we created two scenarios based on analysis, representing the current reality of how DI will be implemented and future implementation expectations. Moreover, this research strengthens the theory that beliefs influence the possibility of using differentiated instruction. We suggest a demand for an effective introduction to differentiation instruction during science teacher preparation programs and leading professional learning that may support the development of undergraduate students at the beginning of their careers.

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“…Tucker (2011) describes differentiation as the modification and adaptation of instruction, materials, content, projects, and assessments to meet the individual learning needs of students. According to Mulder (2014), differentiated instruction is an educational theory that employs various teaching approaches in the same classroom to accommodate the diverse abilities, needs, personalities, and experiences of individual students. Chamberlin and Power (2010) and Smit and Humpert (2012) describe differentiated instruction as inquiry-based, interest-based, learner-oriented, and activityintensive.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Embracing Diversity: Rethinking Inclusive Education at De La Salle-College of Saint Benilde

Pescasio

2023

Intern. j., high. educ. pedag.

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This qualitative study, employing focus group discussions as the primary research method, delves into the imperative of inclusive education at De La Salle College of Saint Benilde (DLS-CSB), aligning with its "Benilde for All" vision. Guided by the Center for Inclusive Education (CIE), the research identifies two core concerns: the necessity to heighten awareness about inclusive education and the urgency of implementing mandatory faculty training in inclusive teaching practices. Participants, including faculty members from the School of Multidisciplinary Studies, CIE staff, and administrators, offer diverse perspectives within the institution. Thematic analysis of the data reveals that a lack of awareness and insufficient faculty training pose significant challenges to DLS-CSB's commitment to accessible education. Recommendations include implementing awareness campaigns, establishing comprehensive guidelines integrated into institutional policies, and mandatory faculty training programs. The proposed "Benildean for All Framework" emphasizes stakeholder awareness, enhancing the CIE manual, faculty development, academic support for students with specific learning needs, and addressing social barriers to inclusivity. The ultimate goal is to transform DLS-CSB into a model of inclusivity, championing the rights and dignity of all members, regardless of abilities or disabilities. This research contributes to the ongoing discourse on inclusive education and provides actionable steps for fostering a supportive and accessible learning environment at DLS-CSB.

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Using collaborative action research to enhance differentiated instruction

Cited by 8 publications

References 17 publications

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

Embracing Diversity: Rethinking Inclusive Education at De La Salle-College of Saint Benilde

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