Kathryn Gibbs
Biographic Data
| ID | 4006933 |
|---|---|
| NAME | Kathryn Gibbs |
| GIVEN NAMES | Kathryn |
| FAMILY NAME | Gibbs |
| SIGNATURE | GIBBS K |
| AFFILIATIONS | Griffith University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The university experience of female ADHD students from their perspective
More female ADHD students are entering higher education than previously. To date, the experiences of university for this student group are largely unknown. We explored what university is like for 20 female ADHD students across two universities in Queensland, Australia. Data from semi-structured individual interviews were analysed using reflexive thematic analysis. Three major themes were developed, which were self-awareness, strengths, and strate…
Differentiated instruction in context
Differentiated instruction has emerged as an effective teaching pedagogy, one well suited in today's classrooms where teachers are required to meet the academic needs of every learner. While research on differentiated instruction in Australia is growing, little attention has been given to how primary school teachers use and implement it. This study explores school leaders ( n = 3) and teachers' ( n = 11) understanding, knowledge and experiences o…
Voices in practice
This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers’ barriers to implementing DI, school leaders’ constraints to implementing DI, and pre-service t…
Differentiated teaching practices of Australian mainstream classroom teachers
Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School
Circumstances in today's schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of d…
No prominent works on this page.
Differentiated teaching practices of Australian mainstream classroom teachers
Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School
Circumstances in today's schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of d…
Voices in practice
This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers’ barriers to implementing DI, school leaders’ constraints to implementing DI, and pre-service t…
The university experience of female ADHD students from their perspective
More female ADHD students are entering higher education than previously. To date, the experiences of university for this student group are largely unknown. We explored what university is like for 20 female ADHD students across two universities in Queensland, Australia. Data from semi-structured individual interviews were analysed using reflexive thematic analysis. Three major themes were developed, which were self-awareness, strengths, and strate…
Differentiated instruction in context
Differentiated instruction has emerged as an effective teaching pedagogy, one well suited in today's classrooms where teachers are required to meet the academic needs of every learner. While research on differentiated instruction in Australia is growing, little attention has been given to how primary school teachers use and implement it. This study explores school leaders ( n = 3) and teachers' ( n = 11) understanding, knowledge and experiences o…
Differentiated instruction (3 works) · Qualitative research (3 works) · School teachers (3 works) · Thematic analysis (3 works) · Collaborative Teaching and Inclusion (2 works) · Mainstream (2 works) · Reflexivity (2 works) · Teacher Education and Leadership Studies (2 works) · Attention Deficit Hyperactivity Disorder (1 works) · Autism Spectrum Disorder Research (1 works)