메뉴 건너뛰기




Volumn 46, Issue 7, 2021, Pages 97-113

Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School

Author keywords

administrators; differentiated instruction; differentiation; diversity; secondary education; teachers

Indexed keywords


EID: 85126283463     PISSN: 03135373     EISSN: None     Source Type: Journal    
DOI: 10.14221/ajte.2021v46n7.6     Document Type: Article
Times cited : (8)

References (51)
  • 1
    • 85072995704 scopus 로고    scopus 로고
    • Using zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants
    • Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 1-8. https://doi.org/10.1177/1609406919874596
    • (2019) International Journal of Qualitative Methods , vol.18 , pp. 1-8
    • Archibald, M. M.1    Ambagtsheer, R. C.2    Casey, M. G.3    Lawless, M.4
  • 3
    • 33750505977 scopus 로고    scopus 로고
    • Using thematic analysis in psychology
    • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
    • (2006) Qualitative Research in Psychology , vol.3 , pp. 77-101
    • Braun, V.1    Clarke, V.2
  • 4
    • 85126955247 scopus 로고    scopus 로고
    • Differentiated instruction in elementary social studies: Where do teachers begin?
    • Chick, K. A., & Hong, B. S. S. (2012). Differentiated instruction in elementary social studies: Where do teachers begin? Social Studies Research and Practice, 7, 112-121.
    • (2012) Social Studies Research and Practice , vol.7 , pp. 112-121
    • Chick, K. A.1    Hong, B. S. S.2
  • 6
    • 33746256940 scopus 로고    scopus 로고
    • Validity in qualitative research revisited
    • Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6, 319-340. https://doi.org/10.1177/1468794106065006
    • (2006) Qualitative Research , vol.6 , pp. 319-340
    • Cho, J.1    Trent, A.2
  • 7
    • 84855675702 scopus 로고    scopus 로고
    • Differentiated instruction: Adjusting to the needs of all learners
    • Corley, M. A. (2005). Differentiated instruction: Adjusting to the needs of all learners. Focus on Basics: Connecting Research and Practice, 7(C,) 13-16.
    • (2005) Focus on Basics: Connecting Research and Practice , vol.7 , Issue.C , pp. 13-16
    • Corley, M. A.1
  • 8
    • 85014486200 scopus 로고    scopus 로고
    • Measuring teachers' perceptions about differentiated instruction: The DI-Quest instrument and model
    • Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers' perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53, 41-54. https://doi.org/10.1016/j.stueduc.2017.02.004
    • (2017) Studies in Educational Evaluation , vol.53 , pp. 41-54
    • Coubergs, C.1    Struyven, K.2    Vanthournout, G.3    Engels, N.4
  • 10
    • 85064265863 scopus 로고    scopus 로고
    • Understanding teacher candidate misconceptions and concerns about differentiated instruction
    • Dack, H. (2019). Understanding teacher candidate misconceptions and concerns about differentiated instruction. The Teacher Educator, 54, 22-45. https://doi.org/10.1080/08878730.2018.1485802
    • (2019) The Teacher Educator , vol.54 , pp. 22-45
    • Dack, H.1
  • 11
    • 85002943012 scopus 로고    scopus 로고
    • Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools
    • de Jager, T. (2017). Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools. Studies in Educational Evaluation, 53, 115-121. https://doi.org/10.1016/j.stueduc.2016.08.004
    • (2017) Studies in Educational Evaluation , vol.53 , pp. 115-121
    • de Jager, T.1
  • 12
    • 85126925034 scopus 로고    scopus 로고
    • Department of Education, Northern Territory Government. (2019). Framework for inclusion 2019-29. https://education.nt.gov.au/__data/assets/pdf_file/0010/662779/Frameworkfor-inclusion-brochure.pdf
    • (2019) Framework for inclusion 2019-29
  • 14
    • 84906554894 scopus 로고    scopus 로고
    • Differentiated instruction, professional development, and teacher efficacy
    • Dixon, F. A., Yssel, N., McConnell, J. M., and Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37, 111-127. https://doi.org/10.1177/0162353214529042
    • (2014) Journal for the Education of the Gifted , vol.37 , pp. 111-127
    • Dixon, F. A.1    Yssel, N.2    McConnell, J. M.3    Hardin, T.4
  • 16
    • 85089324673 scopus 로고    scopus 로고
    • Embedding arts-rich English and literacy pedagogies in the classroom
    • Ewing, R. (2019). Embedding arts-rich English and literacy pedagogies in the classroom. Literacy Learning: The Middle Years, 27, 7-17.
    • (2019) Literacy Learning: The Middle Years , vol.27 , pp. 7-17
    • Ewing, R.1
  • 17
    • 85017545095 scopus 로고    scopus 로고
    • Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
    • Gaitas, S., & Alves Martins, M. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21, 544-556. https://doi.org/10.1080/13603116.2016.1223180
    • (2017) International Journal of Inclusive Education , vol.21 , pp. 544-556
    • Gaitas, S.1    Alves Martins, M.2
  • 18
    • 85126314547 scopus 로고    scopus 로고
    • Differentiated instruction: A programming tool for inclusion
    • H. Van Rensberg & S. O'Neill (Eds), IGI Global
    • Gibbs, K., & Beamish, W. (2020). Differentiated instruction: A programming tool for inclusion. In H. Van Rensberg & S. O'Neill (Eds.), Inclusive theory and practice in special education (pp. 174-191). IGI Global. https://doi.org/10.4018/978-1-79982901-0.ch009
    • (2020) Inclusive theory and practice in special education , pp. 174-191
    • Gibbs, K.1    Beamish, W.2
  • 19
    • 85107150848 scopus 로고    scopus 로고
    • Differentiated teaching practices of Australian mainstream classroom teachers: a systematic review and thematic analysis
    • (early online)
    • Gibbs, K., & McKay, L. (2021, early online). Differentiated teaching practices of Australian mainstream classroom teachers: a systematic review and thematic analysis. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101799
    • (2021) International Journal of Educational Research
    • Gibbs, K.1    McKay, L.2
  • 20
    • 77955095440 scopus 로고    scopus 로고
    • Investigating pre-service science teachers' developing professional knowledge through the lens of differentiated instruction
    • Goodnough, K. (2010). Investigating pre-service science teachers' developing professional knowledge through the lens of differentiated instruction. Research in Science Education, 40, 239-265. https://doi.org/10.1007/s11165-009-9120-6
    • (2010) Research in Science Education , vol.40 , pp. 239-265
    • Goodnough, K.1
  • 21
    • 85042514897 scopus 로고    scopus 로고
    • Designing out barriers to student access and participation in secondary school assessment
    • Graham L. J., Tancredi, H., Willis, J., & McGraw, K. (2018). Designing out barriers to student access and participation in secondary school assessment. Australian Educational Researcher, 45, 103-124. https://doi.org/10.1007/s13384-018-0266-y
    • (2018) Australian Educational Researcher , vol.45 , pp. 103-124
    • Graham, L. J.1    Tancredi, H.2    Willis, J.3    McGraw, K.4
  • 22
    • 78650340027 scopus 로고    scopus 로고
    • Support and sabotage principals' influence on middle school teachers' responses to differentiation
    • Hertberg-Davis, H. L., & Brighton, C. M. (2006). Support and sabotage principals' influence on middle school teachers' responses to differentiation. Journal of Secondary Gifted Education 17, 90-102. https://doi.org/10.4219/jsge-2006-685
    • (2006) Journal of Secondary Gifted Education , vol.17 , pp. 90-102
    • Hertberg-Davis, H. L.1    Brighton, C. M.2
  • 23
    • 85112395743 scopus 로고    scopus 로고
    • Differentiated instruction: Begin with teachers!
    • Hewitt, K. K., & Weckstein, D. K. (2012). Differentiated instruction: Begin with teachers! Kappa Delta Pi Record, (48)1, 35-46. https://doi.org/10.1080/00228958.2012.654719
    • (2012) Kappa Delta Pi Record , vol.48 , Issue.1 , pp. 35-46
    • Hewitt, K. K.1    Weckstein, D. K.2
  • 24
    • 85066020113 scopus 로고    scopus 로고
    • Leadership for differentiation: An appreciative inquiry of how educational leadership shapes pedagogical change
    • Jarvis, J. M., Bell, M., & Sharp, K. (2016). Leadership for differentiation: An appreciative inquiry of how educational leadership shapes pedagogical change. Leading and Managing, 22(1), 75-91.
    • (2016) Leading and Managing , vol.22 , Issue.1 , pp. 75-91
    • Jarvis, J. M.1    Bell, M.2    Sharp, K.3
  • 27
    • 33748420592 scopus 로고    scopus 로고
    • Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class
    • Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32, 34-62.
    • (2004) American Secondary Education , vol.32 , pp. 34-62
    • Lawrence-Brown, D.1
  • 28
    • 85076101415 scopus 로고    scopus 로고
    • Teachers and differentiated instruction: Exploring differentiation practices to address student diversity
    • Pozas, M, Letzel, V., & Schneider. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20, 217-230. https://doi.org/10.1111/1471-3802.12481
    • (2020) Journal of Research in Special Educational Needs , vol.20 , pp. 217-230
    • Pozas, M1    Letzel, V.2    Schneider3
  • 30
    • 80855124488 scopus 로고    scopus 로고
    • Organised chaos: Modelling differentiated instruction for preservice teachers
    • Sands, D. I., & Barker, H. B. (2004). Organised chaos: Modelling differentiated instruction for preservice teachers. Teaching and Learning, 19, 26-49.
    • (2004) Teaching and Learning , vol.19 , pp. 26-49
    • Sands, D. I.1    Barker, H. B.2
  • 31
    • 84954363099 scopus 로고    scopus 로고
    • Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation
    • Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34, 309-327. https://doi.org/10.1080/01626620.2012.717032
    • (2012) Action in Teacher Education , vol.34 , pp. 309-327
    • Santangelo, T.1    Tomlinson, C. A.2
  • 34
    • 85085288860 scopus 로고    scopus 로고
    • Leadership for differentiated instruction: Teachers' engagement with on-site professional learning at an Australian secondary school
    • Sharp, K., Jarvis, J. M., & McMillan. J. M. (2020). Leadership for differentiated instruction: Teachers' engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education, 24, 901-920. https://doi.org/10.1080/13603116.2018.1492639
    • (2020) International Journal of Inclusive Education , vol.24 , pp. 901-920
    • Sharp, K.1    Jarvis, J. M.2    McMillan., J. M.3
  • 35
    • 85076964490 scopus 로고    scopus 로고
    • Differentiated instruction in secondary education: A systematic review of research evidence
    • R
    • Smale-Jacobse, A., Meijer, A., Helms_Lorenz, M., & Maul, N, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 1-23. https://doi.org/10.3389/fpsyg.2019.02366
    • (2019) Frontiers in Psychology , vol.10 , pp. 1-23
    • Smale-Jacobse, A.1    Meijer, A.2    Helms_Lorenz, M.3    Maul, N4
  • 36
    • 85061190488 scopus 로고    scopus 로고
    • High quality differentiated instruction: A checklist for teacher professional development on handling differences in the general education classroom
    • Smets, W. (2017). High quality differentiated instruction: A checklist for teacher professional development on handling differences in the general education classroom. Universal Journal of Educational Research, 5, 2074-2080. https://doi.org/10.13189/ujer.2017.051124
    • (2017) Universal Journal of Educational Research , vol.5 , pp. 2074-2080
    • Smets, W.1
  • 37
    • 85030455410 scopus 로고    scopus 로고
    • Teachers and their implementation of differentiated instruction in the classroom
    • Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. https://doi.org/10.1016/j.tate.2017.06.020
    • (2017) Teaching and Teacher Education , vol.67 , pp. 291-301
    • Suprayogi, M. N.1    Valcke, M.2    Godwin, R.3
  • 39
    • 0039009604 scopus 로고    scopus 로고
    • Reconcilable differences: Standards-based teaching and differentiation
    • Tomlinson, C. A. (2000). Reconcilable differences: Standards-based teaching and differentiation. Educational Leadership, 58, 6-11.
    • (2000) Educational Leadership , vol.58 , pp. 6-11
    • Tomlinson, C. A.1
  • 40
    • 23844478001 scopus 로고    scopus 로고
    • Grading and differentiation: Paradox or good practice
    • Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice. Theory into Practice, 44(3), 262-269. https://doi.org/10.1207/s15430421tip4403_11
    • (2005) Theory into Practice , vol.44 , Issue.3 , pp. 262-269
    • Tomlinson, C. A.1
  • 42
    • 10244230995 scopus 로고    scopus 로고
    • Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature
    • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119-145. https://doi.org/10.1177/016235320302700203
    • (2003) Journal for the Education of the Gifted , vol.27 , pp. 119-145
    • Tomlinson, C. A.1    Brighton, C.2    Hertberg, H.3    Callahan, C. M.4    Moon, T. R.5    Brimijoin, K.6    Conover, L. A.7    Reynolds, T.8
  • 46
    • 85021840551 scopus 로고    scopus 로고
    • Teachers' professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers' professional learning and on students' achievement
    • Valiandes, S., & Neophytou, L. (2018). Teachers' professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers' professional learning and on students' achievement. Teacher Development, 22, 123-138. https://doi.org/10.1080/13664530.2017.1338196
    • (2018) Teacher Development , vol.22 , pp. 123-138
    • Valiandes, S.1    Neophytou, L.2
  • 48
    • 84954384877 scopus 로고    scopus 로고
    • Differentiated instruction: Hong Kong prospective teachers' teaching efficacy and beliefs
    • Wan, S. W.-Y. (2016). Differentiated instruction: Hong Kong prospective teachers' teaching efficacy and beliefs. Teachers and Teaching, 22, 148-176. https://doi.org/10.1080/13540602.2015.1055435
    • (2016) Teachers and Teaching , vol.22 , pp. 148-176
    • Wan, S. W.-Y.1
  • 49
    • 84902365436 scopus 로고    scopus 로고
    • Pedagogical practice of early childhood teachers: Explicit enhancement of students' literacy
    • Watson, R., & Wildy, H. (2014). Pedagogical practice of early childhood teachers: Explicit enhancement of students' literacy. Australasian Journal of Early Childhood, 39, 82-90. https://doi.org/10.1177/183693911403900211
    • (2014) Australasian Journal of Early Childhood , vol.39 , pp. 82-90
    • Watson, R.1    Wildy, H.2
  • 50
    • 85076349974 scopus 로고    scopus 로고
    • Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices
    • Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching, 25, 1043-1061. https://doi.org/10.1080/13540602.2019.1699782
    • (2019) Teachers and Teaching , vol.25 , pp. 1043-1061
    • Whitley, J.1    Gooderham, S.2    Duquette, C.3    Orders, S.4    Cousins, J. B.5


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.