Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There…

Differentiated Instruction (DI) is recognized as an effective method for addressing varied student learning needs within a single classroom. However, integrating DI into teaching practices remains a challenge for many teachers. This non-experimental study employs a quantitative comparative design to examine the understanding and implementation of…

This article describes research on the use of a differentiated approach in assessing students' academic achievements during mathematics lessons. The study used theoretical and empirical research methods. In particular, normative documents and scholarly literature were reviewed, and in 2021, the study conducted a survey of online mathematics…

The current knowledge and competence level of teachers concerning gifted education in Türkiye is not well-studied that may hinder the development of need-based planning of teacher training programs. The aim of this study is to explore teachers' needs, competencies, and level of perceived knowledge in gifted education. In a mixed methods study,…

To promote inclusive practices in science, technology, engineering, and mathematics (STEM) classrooms, this research explores teacher candidates' (TCs') views and understandings of differentiated instruction (DI). The article addresses the following research questions: (1) What are intermediate-senior STEM TCs' initial views and understandings of…

In this study, the notion of 'multilingual children' is differentiated by problematizing overgeneralizations or homogenizing of children with potentially different experiences of language(s). The aim is to generate knowledge of how minority language-speaking children use their language(s) outside the education system through teacher-parent…

Muscle physiology is often perceived as a complex topic by students because of the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of 1)…

This study analyzes the learning readiness of elementary school students in implementing differentiated learning, on grade IV-VI students in Cluster 1 Puntadewa, Serengan District, Surakarta City. Differentiated learning involves modifying content, processes, and products according to student's readiness, interests, and learning profiles. This…

Teachers' perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers' perceptions of young gifted children (aged 3-6), exploring teachers' understandings, feelings, practices, and perceived challenges. Qualitative…

Inclusion is positioned at the forefront of global educational reform. The study reported focused on a national Continuing Professional Development (CPD) programme for Inclusive Physical Education (IPE) in England. The research was designed to critically explore how CPD providers (i.e. tutors) variously conceptualised and practiced inclusion in…

This study's innovative objective was to develop a personalised learning model to equate students' entry level knowledge as they entered the School of Medicine and Health Sciences at Tecnologico de Monterrey in Mexico in 2019. This was necessitated by a difference in the depth and approach to preparatory content. The methodology focused on…

Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers' knowledge of SGLD and differentiation in…

Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers' implementation of differentiated instruction has been shown to be…

This systematic literature review explored the importance of professional development (PD) for educators working with gifted students. Findings highlighted the need for PD to improve teacher knowledge, skills, efficacy, and student outcomes, especially considering the heterogeneously grouped classrooms, unique student needs, and lack of…

There is a paucity of research in Australia about educators' use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on a small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD.…