A Change of Perspective -- Exploring Mexican Primary and Secondary School Students' Perceptions of Their Teachers Differentiated Instructional Practice

Autor/inn/en	Pozas, Marcela; Jaquelina González Trujillo, Claudia; Letzel, Verena
Titel	A Change of Perspective -- Exploring Mexican Primary and Secondary School Students' Perceptions of Their Teachers Differentiated Instructional Practice
Quelle	In: Journal of Research in Special Educational Needs, 21 (2021) 3, S.222-232 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pozas, Marcela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12514
Schlagwörter	Attitude Change; Foreign Countries; Elementary School Students; Secondary School Students; Student Attitudes; Teacher Student Relationship; Individualized Instruction; Mexico + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Ausland; Sekundarschüler; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Individualisierender Unterricht; Mexiko
Abstract	With the increasing student diversity, the establishment of inclusive classrooms has become a top concern of policy-makers worldwide urging teachers to differentiate their instruction according to students' individual learning needs. As the implementation of differentiated instruction (DI) relies mainly on teachers, previous research has mostly focused on examining teachers' perspectives on their use of differentiation. In contrast, far less attention has been paid to explore students' perspectives about their experiences in inclusive classrooms. Therefore, this study aims at examining students' experiences of their teachers' actual DI practice. Moreover, this study sets the spotlight on Mexico, a country that has faced changes with a recent proposed educational model. Results from a mixed analysis of variance revealed that students do in fact perceive that their teachers implement DI practices. It appears that both primary and secondary school teachers implement more frequent variants of mastery learning as well as tutoring systems as a means to differentiate their instruction. Implications of the results, as well as further lines of research, are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01