Publicação
Differentiated instruction: ‘to be, or not to be, that is the question’
| Resumo: | Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group. |
|---|---|
| Autores principais: | Gaitas, Sérgio |
| Outros Autores: | Carêto, C.; Peixoto, Francisco; Silva, José Castro |
| Assunto: | Differentiated instruction Teaching practices Inclusive education |
| Ano: | 2022 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| _version_ | 1866252815313141760 |
|---|---|
| author | Gaitas, Sérgio |
| author2 | Carêto, C. Peixoto, Francisco Silva, José Castro |
| author2_role | author author author |
| author_facet | Gaitas, Sérgio Carêto, C. Peixoto, Francisco Silva, José Castro |
| author_role | author |
| contributor_name_str_mv | Repositório do ISPA |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Gaitas, Sérgio\",\"Person.identifier.orcid\":\"0000-0002-7367-2321\"},{\"Person.name\":\"Carêto, C.\"},{\"Person.name\":\"Peixoto, Francisco\",\"Person.identifier.orcid\":\"0000-0001-7193-2284\"},{\"Person.name\":\"Silva, José Castro\",\"Person.identifier.orcid\":\"0000-0002-0209-3728\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório do ISPA |
| datacite.creators.creator.creatorName.fl_str_mv | Gaitas, Sérgio Carêto, C. Peixoto, Francisco Silva, José Castro |
| datacite.date.Accepted.fl_str_mv | 2022-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2022-09-29T19:12:05Z |
| datacite.date.embargoed.fl_str_mv | 2022-09-29T19:12:05Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Differentiated instruction Teaching practices Inclusive education |
| datacite.titles.title.fl_str_mv | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| dc.contributor.none.fl_str_mv | Repositório do ISPA |
| dc.creator.none.fl_str_mv | Gaitas, Sérgio Carêto, C. Peixoto, Francisco Silva, José Castro |
| dc.date.Accepted.fl_str_mv | 2022-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2022-09-29T19:12:05Z |
| dc.date.embargoed.fl_str_mv | 2022-09-29T19:12:05Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.12/8804 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Routledge |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Differentiated instruction Teaching practices Inclusive education |
| dc.title.fl_str_mv | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ispa.pt/bitstreams/f07a71af-d928-4352-8f52-a93e4306bade/download |
| id | ispa_e405d4b6867a0c2e1c62e16f66079880 |
| identifier.url.fl_str_mv | http://hdl.handle.net/10400.12/8804 |
| instacron_str | ispa |
| institution | Ispa-Instituto Universitário |
| instname_str | Ispa-Instituto Universitário |
| language | eng |
| network_acronym_str | ispa |
| network_name_str | Repositório do Ispa - Instituto Universitário |
| oai_identifier_str | oai:repositorio.ispa.pt:10400.12/8804 |
| organization_str_mv | urn:organizationAcronym:ispa |
| person_str_mv | Gaitas, Sérgio Gaitas, Sérgio https://www.ciencia-id.pt/2616-F6BA-1C17 2616-F6BA-1C17 http://orcid.org/0000-0002-7367-2321 0000-0002-7367-2321 Carêto, C. Peixoto, Francisco Peixoto, Francisco https://www.ciencia-id.pt/081A-0164-EFAB 081A-0164-EFAB http://orcid.org/0000-0001-7193-2284 0000-0001-7193-2284 Silva, José Castro Silva, José Castro https://www.ciencia-id.pt/8C1F-EBA8-760A 8C1F-EBA8-760A http://orcid.org/0000-0002-0209-3728 0000-0002-0209-3728 |
| publishDate | 2022 |
| publisher.none.fl_str_mv | Routledge |
| reponame_str | Repositório do Ispa - Instituto Universitário |
| repository_id_str | urn:repositoryAcronym:ispa |
| service_str_mv | urn:repositoryAcronym:ispa |
| spelling | engRoutledgept_PTEducation systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.application/pdfpt_PTDifferentiated instruction: ‘to be, or not to be, that is the question’PersonalGaitas, SérgioDSpacehttp://dspace.org/items/99e68be0-af41-4e5a-b64c-f9251c1c2defDSpacehttp://dspace.org/items/99e68be0-af41-4e5a-b64c-f9251c1c2defGaitasSérgioCiência IDhttps://www.ciencia-id.pt2616-F6BA-1C17ORCIDhttp://orcid.org0000-0002-7367-2321Carêto, C.PersonalPeixoto, FranciscoDSpacehttp://dspace.org/items/65b8cd2c-7f5b-4e9e-a449-2dbe238390d5DSpacehttp://dspace.org/items/65b8cd2c-7f5b-4e9e-a449-2dbe238390d5PeixotoFranciscoCiência IDhttps://www.ciencia-id.pt081A-0164-EFABORCIDhttp://orcid.org0000-0001-7193-2284Researcher IDhttps://www.researcherid.comM-4348-2013Scopus Author IDhttps://www.scopus.com57203935600PersonalSilva, José CastroDSpacehttp://dspace.org/items/456b0a0f-e338-4fc0-8de7-d6d691ca9df0DSpacehttp://dspace.org/items/456b0a0f-e338-4fc0-8de7-d6d691ca9df0Castro SilvaJoséCiência IDhttps://www.ciencia-id.pt8C1F-EBA8-760AORCIDhttp://orcid.org0000-0002-0209-3728Scopus Author IDhttps://www.scopus.com57200236950HostingInstitutionOrganizationalRepositório do ISPAe-mailmailto:repositorio@ispa.ptrepositorio@ispa.ptISSNIsPartOf13603116DOIIsPartOf10.1080/13603116.2022.21192902022-09-29T19:12:05Z20222022-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.12/8804http://purl.org/coar/access_right/c_abf2open accessDifferentiated instructionTeaching practicesInclusive education1649451 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal article2022http://creativecommons.org/licenses/by/4.0/http://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ispa.pt/bitstreams/f07a71af-d928-4352-8f52-a93e4306bade/downloadInternational Journal of Inclusive Education117United Kingdom |
| spellingShingle | Differentiated instruction: ‘to be, or not to be, that is the question’ Gaitas, Sérgio Differentiated instruction Teaching practices Inclusive education |
| status | SINGLETON |
| subject.fl_str_mv | Differentiated instruction Teaching practices Inclusive education |
| title | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| title_full | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| title_fullStr | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| title_full_unstemmed | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| title_short | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| title_sort | Differentiated instruction: ‘to be, or not to be, that is the question’ |
| topic | Differentiated instruction Teaching practices Inclusive education |
| topic_facet | Differentiated instruction Teaching practices Inclusive education |
| url | http://hdl.handle.net/10400.12/8804 |
| visible | 1 |