Effectiveness of a proposed program in developing practices on differentiated instruction for teachers
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Abstract
This article intends to identify the impact of a suggested program for improving practices and fostering positive beliefs about differentiated instruction (DI) for practitioner teachers. To achieve the goal of the study, the author used a true experimental design, namely, the Post-test-only Control Group Design. The researcher selected a random sample of 50 female-students from a public university. To gauge the performance of the study groups, the researcher used a DI Observation Card and a Scale of Beliefs about DI. The results of the study showed the following. Firstly, a statistically significant difference exists between the mean score of the experimental group’s female-students and that of their counterparts in the control group, which is in favour of the experimental group in the suggested program for developing practitioner teachers’ practices of DI. Secondly, a significant difference exists between the mean score of the experimental group and that of their counterparts in the control group in the suggested program for fostering practitioner teachers’ positive beliefs about DI. Thirdly, a significant correlation exists between practitioner teachers’ practices of and beliefs about DI.
Keywords: effectiveness, practices, practitioner teacher, differentiated instruction, practitioner teacher
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Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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