Literaturnachweis - Detailanzeige
| Autor/inn/en | Unal, Aslihan; Unal, Zafer; Bodur, Yasar |
|---|---|
| Titel | Differentiated Instruction and Kindergarten through 5th Grade Teachers |
| Quelle | In: Georgia Educational Researcher, 19 (2022) 2, Artikel 2 (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Individualized Instruction; Elementary School Teachers; Knowledge Level; Teacher Attitudes; Self Efficacy; Curriculum Implementation; Graduate Students; Georgia |
| Abstract | The purpose of this article is to examine Kindergarten through 5th-grade teachers' understanding of differentiated instruction and perception of their ability to implement differentiated instruction in their classrooms. Differentiated instruction is a critical factor for children's success. Thirty-one K-5 teachers from the state of Georgia participated in this study. The teacher survey on differentiated instruction developed by Tomlinson (2001) and modified by Page (2007) was used in this study. The researchers also included two open-ended, differentiated instruction questions and seven demographic questions. Study results suggested that while teachers mostly agree that differentiation is an important instructional strategy, they are faced with multiple barriers to implementation such as a lack of differentiated instruction knowledge and practice and the need for resources and professional development. (As Provided). |
| Anmerkungen | Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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