کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941585 | 1436754 | 2017 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Teachers and their implementation of differentiated instruction in the classroom
ترجمه فارسی عنوان
معلمان و اجرای آنها آموزش های متمایز در کلاس درس
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کلمات کلیدی
آموزش متمایز، خودکارآمدی معلمان، آموزه های اعتقادی، استراتژی تدریس، اندونزی،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
Growing student diversity in today's classrooms calls for appropriate instructional strategies. Differentiated instruction (DI) is put forward as a key solution but seems challenging. In this study, actual DI implementation of teachers is linked to a complex set of variables: teachers' DI self-efficacy, teaching beliefs, teaching experience, professional development, teacher certification, and classroom size. The findings show that DI implementation seems high, but is still below a critical benchmark. The regression analysis results indicate 39% of the variation in DI implementation which can significantly linked to DI self-efficacy beliefs, higher constructivist beliefs and higher classroom size. Research implications are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 67, October 2017, Pages 291-301
Journal: Teaching and Teacher Education - Volume 67, October 2017, Pages 291-301
نویسندگان
Muhamad Nanang Suprayogi, Martin Valcke, Raymond Godwin,