The Impact of Teachers’ Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction

Moosa, Visal; Shareefa, Mariyam; ޝަރީފާ, މަރިޔަމް; ވިސާލް, މޫސާ

doi:10.29333/iji.2019.12237a

Cited by 23 publications

(37 citation statements)

References 20 publications

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“…It turns out that one of the challenges faced by the participants in this study in implementing DI is the lack of DI knowledge. Yetnayet (2020), Moosa & Shareefa (2019), Turner (2017) and Lunsford (2017) also made similar findings. The aspects related to "school" are related to school facilities, classroom environment, class size and school management.…”

Section: Resultsmentioning

confidence: 66%

“…The aspects related to "school" are related to school facilities, classroom environment, class size and school management. A study conducted by Siam & Al-Natour (2016), Moosa & Shareefa (2019) and Turner (2017) also mentioned this factor. The focus of the study is on the challenges teachers face in implementing DI.…”

Section: Resultsmentioning

confidence: 96%

“…Besides that, factors involving "Students" refers to students' attitude, motivation, confidence, proficiency gaps and schemata. Magableh & Abdullah (2020), Moosa & Shareefa (2019), Suprayogi et al (2017) highlighted these factors in their studies investigating the DI-related challenges.…”

Section: Resultsmentioning

confidence: 99%

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Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru

Lavania¹,

Nor²

2021

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When the effectiveness of an instruction is based on the outcomes of the students at the end of the lessons, the heterogeneity of the classroom could not be ignored. Considering the fact that Malaysian classrooms consist of mixed-ability students, the Cambridge Baseline Study (CBS), which was conducted in 2013, prior to the education reformation, emphasised the use of Differentiated Instruction (DI). Since DI is relatively new to the Malaysian education system, little is known of the phenomenon of its implementation from various aspects, namely, its effectiveness, teachers' readiness, challenges faced, factors significant to its implementation, students' and teachers' perceptions, its aptness to Malaysian classrooms and needs of relevant stakeholders. In relation to this, the current study aims to investigate the factors influencing DI implementation in English language instruction. In addition, it also seeks to reveal if there are differences in the influencing factors between rural and urban schools. English language teachers from ten schools in Johor Bahru were selected for semi-structured interviews which revealed that teachers consider aspects related to Curriculum, Instruction, Knowledge of DI, School, Students, Time and Workload in the implementation of DI, and that there was no significant difference between the factors considered in rural and urban schools. Implications and future studies are discussed.

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Section: Resultsmentioning

confidence: 66%

Section: Resultsmentioning

confidence: 96%

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Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru

Lavania¹,

Nor²

2021

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“…These results are also consistent with those indicated on how to organise differentiated instruction (DI), previously analysing the needs presented by students, together with the levels in rhythms, times or materials to be used to generate the (DI) (Faber et al, 2018; Tomlinson, 2013; Tomlinson et al, 2003). An adequate implementation of the strategies on DI and the teaching knowledge of them is needed (Pozas et al, 2020), which in our study refers to the management of cooperative learning (Moosa and Shareefa, 2019).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Students with special educational needs and cooperative learning in the ordinary classroom: some learnings from teaching practice

Espinosa

Martínez²,

Seijo³

2021

Research in Spec Educ Needs

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This article presents the results of a study to determine the strategies used by teachers to include students with special educational needs in regular classrooms, primarily using Cooperative Learning strategies. It aims to identify the factors of inclusive learning in order to enhance the participation and learning of all students in the classroom and in their cooperative teams. A qualitative case study was carried out in the context of the teachers participating in a postgraduate course expert in cooperative learning' offered by the University of Alcal a (Spain), over a period of six years (2011)(2012)(2013)(2014)(2015)(2016)(2017), involving the participation of 176 professional teachers. All the participants attended an annual university continuous training course on cooperative learning. Document analysis, in-depth interviews and a questionnaire designed ad hoc were used. The conclusions include the importance of cooperative work in facilitating inclusive education, with a variety of different strategies used to respond to all students' needs, and those with special educational needs in particular, and the coordination required between teachers and special educational needs specialists to implement those strategies.

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“…Stronge (2018) states that effective teachers play great roles in developing students' learning. One of the important roles of teachers in distinguished instruction is to know learners and provide suitable education to meet individual needs (Moosa, & Shareefa, 2019). Teachers should recognize the feeling of the students and be responsive to situations and students' needs.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Differentiated Instruction on EFL Learners: Teachers’ Perspective

Magableh¹,

Abdullah²

2020

IJARBSS

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The study investigated the effect of differentiated instruction implementation on students' learning and the challenges that face its implementation. The sample consisted of 60 grade 6 respondents randomly distributed into two groups. The experimental group N =(30) was taught English following differentiated instruction strategies of flexible grouping, tiered assignment and tiered instruction in the areas of content, process and product. However, the control group N=(30) was taught English traditionally following the one-size-fits-all method. Moreover, 42 English teachers who were teaching elementary grades from grades 1-9 in one of Irbid districts which is called, Taibeh, distributed in 14 schools, formed the population of the study. Fourteen teachers were interviewed to answer the two questions of the study. The researchers followed a mixed-method design in which both a quantitative method which was a pretest/ posttest and a qualitative method which was a semi-structured openended interview with teachers were used to answer the questions of the study. T-test results revealed that there was a statistical significant difference between the two groups favoring the experimental group. Planning for differentiated activities, the lack of resources and the lack of administration's support were the most common challenges of differentiated instruction's implementation.

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The Impact of Teachers’ Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction

Cited by 23 publications

References 20 publications

Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru

Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru

Students with special educational needs and cooperative learning in the ordinary classroom: some learnings from teaching practice

The Effect of Differentiated Instruction on EFL Learners: Teachers’ Perspective

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