PURPOSE This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study-one group that was taught by a general educator and the other by a special educator. The primary purposes were to di...

Abstract: The objective of this article is to construct evidence-based arguments on what comprehension and are various instructional approaches improve post the National Reading Panel’s (NRP) report (2000). NRP (2000) reported seven text instructions that have scientific evidences in improving reading comprehension. Those are: (1) monitoring, (2) cooperative learning, (3) graphic semantic organ...

This study aimed to examine the challenges encountered by science teachers in implementing modular distance learning and coping strategies they employed address these challenges. Using a mixed-method research approach, data were collected through survey of thirty-eight Junior High School Mandaon District Masbate, Philippines. Findings revealed that implementation presented various challenges, i...

Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied their secondary campus address diverse abilities needs. Individual semi-structured interviews were ...

This qualitative study explores what contributes to the development of differentiated instruction (DI) through use curriculum modifications for inclusion students with special educational needs (SEN) in three primary Singaporean schools. Data were collected semi-structured interviews, descriptive observations, lesson plans and focus groups. Five teachers, six allied educators, two learning supp...

Differentiated instruction occurs when teachers use students’ level of readiness, interests, and learning preferences to adjust the content, process, or products, which increases engagement academic performance. However, cannot offer every form differentiation student all time. There exist limits resources as well an essential balance that need make in terms benefits for on one hand classroom e...

Given the substantial ongoing increase of individual learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means differentiated instruction (DI). As successful and effective implementation DI relies mainly on teachers, research has intensively focused examining teacher-related variables, such as teachers’ self-efficacy attitudes, that have pla...

In order to study the effect of differentiated instruction approaches on students’ academic achievement and attitudes in this meta-analysis, CoHE Thesis Center, Google Scholar, Dergi Park, Research Gate, ERIC search engines were used retrieve studies published Turkey between 2010 2021. Out 23 quantitative selected, 10 experimental 13 quasi-experimental focused eight comprising three five attitu...