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      Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation

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          Abstract

          Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001). The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.

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          Author and article information

          Journal
          Journal of Education and Educational Development
          Institute of Business Management
          01 December 2015
          : 2
          : 2
          : 94-114
          Affiliations
          [1 ] Independent Researcher
          Article
          f6f3a51af20d440b9c16f2ed4cd716d8
          10.22555/joeed.v2i2.441

          This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

          Categories
          Theory and practice of education
          LB5-3640

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