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Direct linkGirma Moti Geletu; Dawit Mekonnen Mihiretie – Education 3-13, 2024
The study examined the effects of primary school teachers' professional development activities on differentiated instructional practices in classrooms and possibilities for elevating students' learning engagement. A mixed method with concurrent triangulation design was used. The samples were selected by using purposive, simple random, and…
Descriptors: Foreign Countries, Elementary School Teachers, Faculty Development, Teaching Methods
Belay, Sintayehu; Melese, Solomon; Seifu, Amera – SAGE Open, 2022
This study examined the contribution of teachers' engagement in collaborative professional learning, engagement in individualized professional learning, and job satisfaction to their professional capital development using structural equation modeling. The study tested three hypotheses: teachers' level of engagement in collaborative professional…
Descriptors: Foreign Countries, Teachers, Teacher Attitudes, Teacher Participation
Zelalem, Abrham; Melesse, Solomon; Seifu, Amera – Cogent Education, 2022
The purpose of this study was to examine teacher educators' self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs. To this end, a mixed research approach was employed. As research participant, 400 instructors who had been teaching in teacher education colleges of Amhara regional state…
Descriptors: Teacher Educators, Self Efficacy, Teacher Attitudes, Individualized Instruction
Download full textGinja, Tamirat Gibon; Chen, Xiaoduan – International Journal of Instruction, 2020
This study was conducted to investigate teacher educators' perspectives and their experiences toward differentiated instruction employing an explanatory sequential mixed research design. By administering a random sampling and purposive sampling technique, 67 teacher educators from three higher institutions. Data were collected using a…
Descriptors: Teacher Educators, Teacher Attitudes, Teaching Experience, Individualized Instruction
Kagnew Tarekegn; Dawit Mekonnen Mihiretie – Education Policy Analysis Archives, 2024
This study examined the intentions of education policy documents and the conceptualizations of secondary school principals and teachers regarding curriculum differentiation. Regular and special day schools were selected using purposive sampling based on their experiences with different types of curriculum differentiation. Two school principals and…
Descriptors: Educational Policy, Intention, Principals, Secondary School Teachers
Geletua, Girma Moti; Mihirete, Dawit Mekonnen – International Journal of Curriculum and Instruction, 2022
The study was aimed at examining the effects of professional development activities on differentiated instruction and students' learning engagements and outcomes in Oromia Regional State. A mixed method with concurrent triangulation design was used. The samples were selected from a total of 317 respondents by using stratified, simple random…
Descriptors: Foreign Countries, Faculty Development, Teaching Methods, Learner Engagement
Mengistie, Solomon Melesse – International Journal of Curriculum and Instruction, 2020
This study explored primary school teachers' knowledge, attitude and practice of differentiated instruction. The target population of this study was primary school (Grades 1-4) teachers of the Amhara Region who were attending summer in-service diploma level training at Debre Markos College of Teacher Education in 2017 academic year. To this end,…
Descriptors: Foreign Countries, Elementary School Teachers, Pedagogical Content Knowledge, Teacher Attitudes
