Differentiated instruction: ‘to be, or not to be, that is the question’

Gaitas, Sérgio; Carêto, C.; Peixoto, Francisco; Silva, José Castro

Publication

Differentiated instruction: ‘to be, or not to be, that is the question’

2022Journal article

dc.contributor.author	Gaitas, Sérgio
dc.contributor.author	Carêto, C.
dc.contributor.author	Peixoto, Francisco
dc.contributor.author	Silva, José Castro
dc.date.accessioned	2022-09-29T19:12:05Z
dc.date.available	2022-09-29T19:12:05Z
dc.date.issued	2022
dc.description.abstract	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.	pt_PT
dc.description.version	info:eu-repo/semantics/publishedVersion	pt_PT
dc.identifier.citation	GAITAS, S. et al. Differentiated instruction: ‘to be, or not to be, that is the question’. International Journal of Inclusive Education, [s. l.], p. 1–17, 2022. DOI 10.1080/13603116.2022.2119290. Disponível em: https://discovery.ebsco.com/linkprocessor/plink?id=99338768-0b47-38fd-81fb-9e68f226583e. Acesso em: 29 set. 2022.	pt_PT
dc.identifier.doi	10.1080/13603116.2022.2119290	pt_PT
dc.identifier.issn	13603116
dc.identifier.uri	http://hdl.handle.net/10400.12/8804
dc.language.iso	eng	pt_PT
dc.peerreviewed	yes	pt_PT
dc.publisher	Routledge	pt_PT
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	pt_PT
dc.subject	Differentiated instruction	pt_PT
dc.subject	Teaching practices	pt_PT
dc.subject	Inclusive education	pt_PT
dc.title	Differentiated instruction: ‘to be, or not to be, that is the question’	pt_PT
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.conferencePlace	United Kingdom	pt_PT
oaire.citation.endPage	17	pt_PT
oaire.citation.startPage	1	pt_PT
oaire.citation.title	International Journal of Inclusive Education	pt_PT
person.familyName	Gaitas
person.familyName	Peixoto
person.familyName	Castro Silva
person.givenName	Sérgio
person.givenName	Francisco
person.givenName	José
person.identifier	347584
person.identifier	2303113
person.identifier.ciencia-id	2616-F6BA-1C17
person.identifier.ciencia-id	081A-0164-EFAB
person.identifier.ciencia-id	8C1F-EBA8-760A
person.identifier.orcid	0000-0002-7367-2321
person.identifier.orcid	0000-0001-7193-2284
person.identifier.orcid	0000-0002-0209-3728
person.identifier.rid	M-4348-2013
person.identifier.scopus-author-id	57203935600
person.identifier.scopus-author-id	57200236950
rcaap.rights	openAccess	pt_PT
rcaap.type	article	pt_PT
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