Tom Porta
Biographic Data
| ID | 4628153 |
|---|---|
| NAME | Tom Porta |
| GIVEN NAMES | Tom |
| FAMILY NAME | Porta |
| SIGNATURE | PORTA T |
| AFFILIATIONS | The University of Adelaide |
| ORCID | 0000-0003-0624-3372 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica)
Differentiated instruction (or differentiation) is widely recognised internationally as an inclusive pedagogical approach for addressing learner diversity; however, how it is understood and used within the Italian schooling context has been underexplored. The study points to the need for ongoing research into teachers' pedagogical thinking about differentiation, reflecting its increasingly central role in today's diverse classrooms. This study ex…
The role of the higher education educator in times of conflict in Myanmar
The education system in Myanmar has long been marked by centralised control and limited academic autonomy. The 2021 military coup exacerbated these issues and impacted educators’ professional growth. This research investigates the coup’s effects on Myanmar’s higher education educators, focusing on complex challenges both professionally and personally. Using Windschitl’s (2002) four constructivist dilemmas as a theoretical framework, the research …
Measuring teachers’ beliefs in their capacity to use differentiated instruction in their classrooms: Development, validation and confirmation of a self-efficacy scale
The purpose of this study was to develop, validate and confirm a scale to gain a better understanding of teachers’ beliefs in their capacity to use differentiated instruction in their classrooms. Differentiation is an effective approach to teaching, designed to enable equitable learning opportunities for every student. Teachers are recommended to differentiate aspects of teaching, instruction, learning, assessment and the learning environment due…
Reliability and validity of strength‐based language modifications to the autism self‐efficacy scale for teachers (Asset)
Examining the Australian educational landscape of differentiation through document analysis
Teachers in Australia have the professional responsibility to differentiate teaching to meet the needs of students across the full range of abilities. However, it is often reported that there is a need for greater definitional clarity of the term differentiation to support teachers’ understanding and implementation. In this article, we examine differentiation in the context of Australian education with a focus on how differentiation is communicat…
Look at solutions: Teacher self‐efficacy for differentiated instruction in senior‐secondary mathematics
Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior‐secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi‐structured interviews to investigate mathematics teachers' self‐efficacy in implementing DI in their …
The impact of labelling students with learning difficulties on teacher self‐efficacy in differentiated instruction
Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior‐secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian states, to investigate how teachers in senior‐se…
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. Thi…
‘I do not think I actually do it well’: A discourse analysis of Australian senior secondary teachers’ self‐efficacy and attitudes towards implementation of differentiated instruction
Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers’ implementation of differentiated instruction has been shown to be linked to teacher attitudes and self‐efficacy in other settings. This study investigated the impact …
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. Thi…
‘I do not think I actually do it well’: A discourse analysis of Australian senior secondary teachers’ self‐efficacy and attitudes towards implementation of differentiated instruction
Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers’ implementation of differentiated instruction has been shown to be linked to teacher attitudes and self‐efficacy in other settings. This study investigated the impact …
The impact of labelling students with learning difficulties on teacher self‐efficacy in differentiated instruction
Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior‐secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian states, to investigate how teachers in senior‐se…
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. Thi…
Examining the Australian educational landscape of differentiation through document analysis
Teachers in Australia have the professional responsibility to differentiate teaching to meet the needs of students across the full range of abilities. However, it is often reported that there is a need for greater definitional clarity of the term differentiation to support teachers’ understanding and implementation. In this article, we examine differentiation in the context of Australian education with a focus on how differentiation is communicat…
Look at solutions: Teacher self‐efficacy for differentiated instruction in senior‐secondary mathematics
Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior‐secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi‐structured interviews to investigate mathematics teachers' self‐efficacy in implementing DI in their …
What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica)
Differentiated instruction (or differentiation) is widely recognised internationally as an inclusive pedagogical approach for addressing learner diversity; however, how it is understood and used within the Italian schooling context has been underexplored. The study points to the need for ongoing research into teachers' pedagogical thinking about differentiation, reflecting its increasingly central role in today's diverse classrooms. This study ex…
The role of the higher education educator in times of conflict in Myanmar
The education system in Myanmar has long been marked by centralised control and limited academic autonomy. The 2021 military coup exacerbated these issues and impacted educators’ professional growth. This research investigates the coup’s effects on Myanmar’s higher education educators, focusing on complex challenges both professionally and personally. Using Windschitl’s (2002) four constructivist dilemmas as a theoretical framework, the research …
Measuring teachers’ beliefs in their capacity to use differentiated instruction in their classrooms: Development, validation and confirmation of a self-efficacy scale
The purpose of this study was to develop, validate and confirm a scale to gain a better understanding of teachers’ beliefs in their capacity to use differentiated instruction in their classrooms. Differentiation is an effective approach to teaching, designed to enable equitable learning opportunities for every student. Teachers are recommended to differentiate aspects of teaching, instruction, learning, assessment and the learning environment due…
Reliability and validity of strength‐based language modifications to the autism self‐efficacy scale for teachers (Asset)
Differentiated instruction (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Collaborative Teaching and Inclusion (4 works) · Teacher Education and Leadership Studies (4 works) · Teaching method (4 works) · Self-efficacy (3 works) · Social Psychology (3 works) · Confirmatory factor analysis (2 works)