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Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. 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引用次数: 0
摘要
差异化教学(DI)是一种教育实践,其前提是所有学生都能参与学习并取得积极的学业成绩。以往在中学开展的研究表明,分层教学实践大有可为,并概述了教师持续专业发展(PD)的重要性。然而,在澳大利亚,有关高中课堂自主学习的研究却很少。本研究是一项大型研究的一部分,该研究从澳大利亚两个州的三所学校招募了 12 名参与者,旨在调查教师对学校领导的看法、在课堂上实施自主学习的支持情况以及对相关政策的认识。研究结果表明,当教师意识到涉及直接教学的政策时,他们倾向于描述与特殊教育有关的政策。这表明,这些教师将 DI 视为一种针对有额外需要的学生的方法,而不是一种全班理念。同样,研究结果表明,当教师说领导支持他们使用直接领导时,这种支持通常被 报告为支持有额外需求学生的孤立的专业发展。同一所学校的教师对 DI 政策的认识也不尽相同,担任领导职务的教师表示,使用 DI 的要求已纳入他们的一般教学政策中。本文讨论了对未来实践和政策的影响。
Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction
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 is, however, little research on DI within senior-secondary classrooms in the Australian context. This research is part of a larger study which recruited 12 participants from three schools across two states in Australia, and aimed to investigate teachers’ perceptions of school leadership and support in implementing DI in their classrooms as well as awareness of relevant policies. Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. Implications for future practice and policy are discussed.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.