Differentiated instruction in context
Insights from school leaders and teachers in a rural Australian Catholic primary school
Bibliographic Data
| ID | 21723008 |
|---|---|
| Authors | Kathryn Gibbs (School of Education and Professional Studies Griffith University Brisbane Queensland Australia, corresponding author), Grant Webster (0000-0002-7728-4107, Principal Arethusa College Maroochydore Queensland Australia) |
| Year | 2026 |
| Volume | 26 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70098 |
| OpenAlex | W7160173639 |
| Language | EN |
| References cited | 27 |
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 of using differentiated instruction. Data from ( N = 14) semi‐structured individual interviews were analysed using reflexive thematic analysis; four major themes were identified. Findings indicated that teachers had a superficial level of knowledge, understanding and implementation of differentiated instruction; teachers and school leaders conflated differentiated instruction and personalised learning; school leaders highlighted the value and importance of personalising learning by providing ongoing and regular professional development on this tailored approach to learning. These findings add to the research identifying misconceptions and confusion around differentiated instruction. Greater clarity and understanding of this teaching pedagogy is required to support teachers and school leaders to implement differentiated instruction at a deep and comprehensive level to ensure that all students thrive academically
CLARITY · Confusion · Differentiated instruction · Professional development · Qualitative research · Reflexivity · School teachers · Teaching method · Thematic analysis · Education Practices and Evaluation · Educational Theory and Curriculum Studies · Indigenous and Place-Based Education
Differentiated Instruction in Secondary Education
Effective differentiation Practices
From theory to practice
Responding to students’ learning needs
Differentiated teaching practices of Australian mainstream classroom teachers
Differentiation and individualisation in inclusive education
Sample sizes for saturation in qualitative research
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Guidelines to assist the implementation of differentiated learning activities in South African secondary schools
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity
Teachers and their implementation of differentiated instruction in the classroom
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Pragmatism as a Research Paradigm and Its Implications for Social Work Research
Preparing Novice Teachers to Differentiate Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |