Differentiated instruction: ‘to be, or not to be, that is the question’
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/8804 |
Resumo: | Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group. |
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Differentiated instruction: ‘to be, or not to be, that is the question’Differentiated instructionTeaching practicesInclusive educationEducation systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.RoutledgeRepositório do ISPAGaitas, SérgioCarêto, C.Peixoto, FranciscoSilva, José Castro2022-09-29T19:12:05Z2022-01-01T00:00:00Z2022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/8804engGAITAS, S. et al. Differentiated instruction: ‘to be, or not to be, that is the question’. International Journal of Inclusive Education, [s. l.], p. 1–17, 2022. DOI 10.1080/13603116.2022.2119290. Disponível em: https://discovery.ebsco.com/linkprocessor/plink?id=99338768-0b47-38fd-81fb-9e68f226583e. Acesso em: 29 set. 2022.1360311610.1080/13603116.2022.2119290info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-10-02T02:15:19Zoai:repositorio.ispa.pt:10400.12/8804Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:10:31.138254Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
title |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
spellingShingle |
Differentiated instruction: ‘to be, or not to be, that is the question’ Gaitas, Sérgio Differentiated instruction Teaching practices Inclusive education |
title_short |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
title_full |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
title_fullStr |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
title_full_unstemmed |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
title_sort |
Differentiated instruction: ‘to be, or not to be, that is the question’ |
author |
Gaitas, Sérgio |
author_facet |
Gaitas, Sérgio Carêto, C. Peixoto, Francisco Silva, José Castro |
author_role |
author |
author2 |
Carêto, C. Peixoto, Francisco Silva, José Castro |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Gaitas, Sérgio Carêto, C. Peixoto, Francisco Silva, José Castro |
dc.subject.por.fl_str_mv |
Differentiated instruction Teaching practices Inclusive education |
topic |
Differentiated instruction Teaching practices Inclusive education |
description |
Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-29T19:12:05Z 2022-01-01T00:00:00Z 2022-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/8804 |
url |
http://hdl.handle.net/10400.12/8804 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
GAITAS, S. et al. Differentiated instruction: ‘to be, or not to be, that is the question’. International Journal of Inclusive Education, [s. l.], p. 1–17, 2022. DOI 10.1080/13603116.2022.2119290. Disponível em: https://discovery.ebsco.com/linkprocessor/plink?id=99338768-0b47-38fd-81fb-9e68f226583e. Acesso em: 29 set. 2022. 13603116 10.1080/13603116.2022.2119290 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Routledge |
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Routledge |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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