Instructors’ Knowledge, Attitude and Practice of Differentiated Instruction:  the Case of College of Education and Behavioral Sciences, Bahir Dar University

Melesse, Solomon

doi:10.17810/2015.89

Cited by 2 publications

(2 citation statements)

References 14 publications

(30 reference statements)

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“…As a statement, this aim seems to be congruent with humanists' educational goal of individuals' self-actualization. However, we believe that the real educational practices of the Ethiopian schools are based on the assumption of "cook all them together" that confine all students in rigid classrooms bounded by four walls (Melesse, 2019;Tadesse, 2018). We strongly argue that in the absence of established educational system for "gifted or talented" students, it is a nightmare to envision individuals' self-actualization.…”

Section: Manifestations Of the Humanistic Curriculum Theory In The Ethiopian Education Systemmentioning

confidence: 99%

Curriculum Conceptualization, Development, and Implementation in the Ethiopian Education System: Manifestations of Progressive Curriculum Orientations

Melesse

Belay

2020

Journal of Education

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This article examines curriculum conceptualization, development, and implementation in the Ethiopian education system against the perspectives of notable progressive curriculum theories. To this end, the Ethiopian education policy and curriculum documents were reviewed against progressive curriculum orientations stemmed from Beauchamp, Pinar, and McNeil’s curriculum theories. The conceptualization of curriculum has suffered much from dizziness and blurred classifications of theories by different scholars. Despite the naming differences, value-oriented, child-centered, constructivists, re-conceptualists, social reconstructionist, and humanist theories were regarded as progressive curriculum orientations. Based on thorough reading of the literature, we came to believe that all these theories emphasize on considering learners’ interests, needs, and backgrounds either as an individual or as a group as a centerpiece in the curriculum development and implementation processes. Thus, the article analyzes the manifestations of value-oriented, child-centered, constructivists, re-conceptualists, social reconstructionists, and humanists’ theories in the whole education system of Ethiopia. On the basis of the discussions made on progressive curriculum theorists’ curriculum conceptualization, development, and implementation in the educational context of Ethiopia, relevant recommendations were forwarded.

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Section: Manifestations Of the Humanistic Curriculum Theory In The Ethiopian Education Systemmentioning

confidence: 99%

Curriculum Conceptualization, Development, and Implementation in the Ethiopian Education System: Manifestations of Progressive Curriculum Orientations

Melesse

Belay

2020

Journal of Education

Self Cite

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“…Despite its potential benefits in promoting learning for all students, very few studies were conducted in the Ethiopian context [13][14][15]. These studies were conducted on teachers' instructional practices from teachers' perspectives and none of them included how students perceive their teachers' instructional practices in promoting learning for all by diversifying their instructional practices.…”

Section: Introductionmentioning

confidence: 99%

High School Students’ Perceptions Towards EFL Teachers’ Differentiated Instructional Practices at Higher 23 Secondary School, Addis Ababa, Ethiopia

Melka¹,

Jatta²

2022

EDU

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Teachers do have a common responsibility and/or goal of meeting the diverse learning needs of all students with different readiness levels (current knowledge, skills, or performance) that likely affects their learning. This can be achieved through a differentiated instructional approach due to its potential benefits in promoting learning for all. However, the students' perceptions towards their teachers' efforts in differentiated instructional practices remained unknown in Ethiopia, especially at high school levels as the very few local studies focused on the teachers' perspective, missing students' voices that may likely affect learning. Thus, the purpose of the current study was to assess and describe students' perceptions towards the EFL teachers' efforts in facilitating learning for all making use of differentiated instructions. The study adopted a descriptive research design. To achieve this purpose, 120 grade 12 students were randomly selected to fill a five-point liker scale questionnaire designed to elicit data about their EFL teachers' instructional practices in maximizing learning for all through DI. 114 of them with 95% response rate fully completed and returned the questionnaires. The data was then entered into the SPSS software version 24 and analyzed quantitatively using descriptive statistics (mean values emphasized). The study found that the great majority of the students reported their EFL teachers are predominantly following the one-size-fits-all mode of teaching that no longer sufficiently meet the diverse needs of students in the contemporary classrooms' situations. Thus, it was concluded that, overall, the high school students had unfavorable perceptions towards the EFL teachers efforts in differentiate instructions in promoting learning for all students. Accordingly, it was suggested that EFL teachers should get awareness training to integrate differentiated instructions into the regular EFL classes so that they will be able to promote learning for all using differentiated instructional strategies.

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Instructors’ Knowledge, Attitude and Practice of Differentiated Instruction: the Case of College of Education and Behavioral Sciences, Bahir Dar University

Cited by 2 publications

References 14 publications

Curriculum Conceptualization, Development, and Implementation in the Ethiopian Education System: Manifestations of Progressive Curriculum Orientations

Curriculum Conceptualization, Development, and Implementation in the Ethiopian Education System: Manifestations of Progressive Curriculum Orientations

High School Students’ Perceptions Towards EFL Teachers’ Differentiated Instructional Practices at Higher 23 Secondary School, Addis Ababa, Ethiopia

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