Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders

Autor/inn/en	Whitley, Jess; Duquette, Cheryll; Gooderham, Suzanne; Elliott, Catherine; Orders, Shari
Titel	Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders
Quelle	In: Canadian Journal of Educational Administration and Policy, (2021) 196, S.49-64 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Individualized Instruction; Administrator Attitudes; Leadership Role; Program Implementation; Foreign Countries; Secondary Schools; Boards of Education; Canada + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Ausland; Sekundarschule; Ausschuss; Kanada
Abstract	Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilitators and barriers to the implementation and uptake of the framework. Interviews revealed five themes: a) DI continuum, b) differentiated professional learning supports, c) making space for shared professional learning, d) align/ integrate/embed, and e) multi-level leadership. Our findings reflect a strong belief system of most of the participants with respect to the foundations of DI as well as an understanding of effective approaches to professional learning and school change. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01