Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School
Bibliographic Data
| ID | 5814372 |
|---|---|
| Authors | Kathryn Gibbs (Griffith University), Wendy Beamish (Griffith University) |
| Year | 2021 |
| Volume | 46 |
| Issue | 7 |
| Pages | 97-113 |
| Publication date | 2021-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0313-5373 • E-ISSN: 1835-517X |
| Publisher | Edith Cowan University (PUBLISHER • AU) |
| DOI | 10.14221/ajte.2021v46n7.6 |
| OpenAlex | W3198470409 |
| Language | EN |
| Citations received | 6 |
| References cited | 14 |
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 data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented
Differentiated instruction · Mainstream · Multimethodology · School teachers · Semi-structured interview · Collaborative Teaching and Inclusion · Education Systems and Policy · Teacher Education and Leadership Studies
Inclusive Teaching Practices in Secondary Schools
Technology for equity
What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica)
From theory to practice
Practice-oriented research on differentiation strategies in primary and secondary education
The school-wide pedagogical framework at an Australian primary school
Differentiated Instruction, Professional Development, and Teacher Efficacy
Capturing the complexity of differentiated instruction
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Teachers and differentiated instruction
Measuring teachers’ perceptions about differentiated instruction
Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools
Interviews – Learning the Craft of Qualitative Research Interviewing
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
Leadership for differentiated instruction
Teachers and their implementation of differentiated instruction in the classroom
Using thematic analysis in psychology
Grading and Differentiation
Using Zoom Videoconferencing for Qualitative Data Collection
Validity in qualitative research revisited
| Unique citing works | 6 |
|---|---|
| Citations per year | 6 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |