Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Zeliha Demirci-Ünal, Gökhan Öztürk
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Abstract

Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.

Abstract Image

每个孩子都可能采取基于需要的行动吗?学前班教师在多元文化课堂中的差异化教学
差异化教学(DI)是一种针对儿童个体学习需求的教学理念。这项多案例研究旨在调查学前教师在多元文化课堂中对教学内容、教学过程、教学评价和学习环境的差异化程度。通过观察、访谈、照片和实地记录,研究了四位幼儿教师的经验。研究发现,教师在教学过程和内容上采用了多种差异化策略。在具体的学习中,示范、提供身体支持、同伴观察或重复指导等策略尤为突出。此外,研究还发现,在多元文化课堂上,教师实施了多种策略,如使用视觉材料和活动,和/或将类似主题的活动类型多样化,以实现教学内容的差异化。此外,教师使用的策略数量有限,包括灵活管理时间和资源,以此作为区分学习环境 的一种手段。同样,他们也很少报告或被观察到进行差异化评估。因此,教师的差异化实践,尤其是基于学习环境和评价的差异化实践,应与有效的教育政策相结合。总之,这项研究的价值是毋庸置疑的,它提供了一个视角,使教育工作者能够应对在不同国家实施促进文化发展的教育所面临的这些挑战。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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