Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge

Moosa, Visal; Shareefa, Mariyam

doi:10.29333/aje.2019.413a

Cited by 9 publications

(15 citation statements)

References 31 publications

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“…According to Tomlinson and Imbeau (2010), it is because teachers lack the competence to diversify instruction that they may not use DI. Moreover, time and resource constraints, large class sizes, lack of administrative support, commitment, and motivation all play a role in making DI challenging to implement (Melesse, 2015;Mengistie, 2020;Moosa & Shareefa, 2019a;Suprayogi et al, 2017) and have all been identified as the major constraints that lead to teachers' low perceptions of DI (Nicolae, 2014;Tomlinson & Imbeau, 2010). According to Merawi (2018), as student diversity grows and resources become scarce, teachers' perceptions of DI and its implementation might be overwhelming.…”

Section: Discussionmentioning

confidence: 99%

“…For effective teaching, having a positive perception is vital. Teachers' perceptions and beliefs towards their students and teaching have a significant impact on students' academic performance and their practices (Merawi, 2018;Moosa & Shareefa, 2019a). Guskey (2002) stated that perceptions and beliefs about teaching are often primarily derived from classroom practices and experiences.…”

Section: Differentiated Instructionmentioning

confidence: 99%

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Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan

Dema

Klibthong

Srisurakul

2022

Australas. j. spec. incl. educ.

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Differentiated instruction (DI) is an inclusive teaching approach that recognises and values student differences. Teachers teaching in inclusive schools practise DI to accommodate students with special educational needs and disabilities. However, no research has yet been conducted to explore teachers’ perceptions of DI in Bhutan. The purpose of this quantitative study is to explore teachers’ perceptions of DI and the differences in their perceptions based on demographic variables. Data were collected via an online survey from 185 teachers in 19 inclusive schools and were analysed using descriptive and inferential statistics. The results indicated that the majority of teachers had favourable perceptions of DI. No significant perceptual differences were found on qualifications and teaching experiences. However, special education teachers’ perceptions of DI were significantly higher than general education teachers (M = 4.14, SD = .37), (M = 3.89, SD = .41), respectively, t(183) = 4.194, p = .000, and trained teachers’ perceptions of DI were also found to be significantly higher than untrained teachers (M = 4.09, SD = .39), (M = 3.81, SD = .40), respectively, t(183) = 4.090, p = .000. The implications of the research findings are discussed with recommendations for further research in this area.

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Section: Discussionmentioning

confidence: 99%

Section: Differentiated Instructionmentioning

confidence: 99%

Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan

Dema

Klibthong

Srisurakul

2022

Australas. j. spec. incl. educ.

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“…The ones with advanced learning abilities sit next to the students who might struggle with using the language. That diversity of students' characteristics demands teaching strategies that can cater to the various mixability in a classroom (Moosa & Shareefa, 2019). Therefore, researchers and policy-makers need teachers to embrace diversity and adapt their instruction to the diverse learning process based on the needs of students in their class.…”

Section: The Implementation Of Teaching English Using Differentiated ...mentioning

confidence: 99%

“…However, on the contrary, the implementation of differentiated instruction on processes based on students' readiness levels was not visible. Differentiating process based on students' readiness level refers to matching the task's complexity based on materials and support to a student's current level of knowledge, understanding, and skill (Moosa & Shareefa, 2019). In the process of making sense of the idea they just learned, the teacher did not design any activities in which students work with a different task based on their readiness level.…”

Section: The Implementation Of Differentiated Instructionmentioning

confidence: 99%

The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic

Nyoman

Hery³

2022

JPBI

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A large number of teachers are adopting one-size-fits-all teaching instruction for all students. However, the diversity of student characteristics should require teaching strategies that can meet various mixed abilities in the classroom. The study focused on analyzing the implementation of differentiated instruction and investigating the challenges encountered by the teacher in implementing differentiated instruction in teaching during the pandemic of Covid-19 in Senior High School. This research uses a descriptive qualitative research design assisted by observation and an interview. The researcher, observation sheet, interview guide, and documents were used as instruments to obtain the data. The participants of the study consisted of the researcher, an English teacher, and thirty-six students from class PBB 1. The data of the study were analyzed through components of the data analysis interactive model which included three concurrent activities such as data condensation, data display, and conclusion drawing and verification. The findings showed the implementation of differentiated instruction was partial. The teacher differentiated content, process, and product by following students' interests and learning profiles. However, the differentiation based on student readiness levels was not visible. The teacher only used eLearning, Zoom Video Conference, and WhatsApp groups, similar to how teachers commonly conducted online learning. In using differentiated instruction, the teacher encountered challenges associated with students' participation in a virtual class, a large number of students, a lack of time for planning, and group activities in learning that were limited.

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“…At the classroom level, teachers' pedagogical content knowledge (PCK) accounts for the quality of instruction (Baier et al, 2019;Depaepe et al, 2020;Sorge et al, 2019). Pedagogical content knowledge is indispensable in implementing the science curriculum (Moosa & Shareefa, 2019;Suh & Park, 2017). Similarly, science teachers should be supported by extensive, transformative, and continuing professional development to effectively implement any curriculum reform (Madani & Forawi, 2019;Mamlok-Naaman, 2017;Marshall et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

2023

JEP

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The study's main objective was to determine the best-fit model for science curriculum implementation of public secondary science teachers in Region XII based on pedagogical content knowledge, continuing professional development, and teachers' attitudes toward science. This study used a stratified sampling technique to choose 400 respondents, a quantitative non-experimental causal research design, and mean, Pearson r, multiple regression, and structural equation model (SEM) as statistical tools. Survey questionnaires were deployed to the respondents using the online Google Form. Results revealed that the level of pedagogical content knowledge was very high, the level of continuing professional development was high, the level of attitude toward science was high, and the level of science curriculum implementation was very high. Moreover, pedagogical content knowledge, continuing professional development, and attitude toward science exhibited a significant relationship with science curriculum implementation. Furthermore, pedagogical content knowledge was the domain that best influences science curriculum implementation. Finally, among the five generated models, Model 5 best-fitted science curriculum implementation with pedagogical content knowledge in terms of subject matter knowledge, instructional objective and context, and knowledge of students' understanding, continuing professional development in terms of updating, reflective, and collaborative activities, and attitude toward science in terms of perceived dependency on context factors, self-efficacy, the difficulty of science teaching, and perceived relevance.

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Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge

Cited by 9 publications

References 31 publications

Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan

Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan

The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

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