ABSTRACT

Differentiated Instruction (DI) continues to be a framework adopted within K-12 settings as it supports planning for the needs of diverse groups of students. However the research base exploring the implementation of DI is limited. The current study explores the relationships between individual and contextual variables on teachers’ use of DI practices drawing upon data from a survey (N = 4875) and focus groups (N = 46). Results indicate that beliefs, self-efficacy and organisational support were significantly related to teachers’ DI practice. Teachers described varied understandings, misconceptions and beliefs about DI. Research and practice implications are discussed.

摘要

差异教学（DI）仍然是K-12设置中采用的框架，因为它支持针对不同学生群体的需求进行计划。但是，探索DI实施的研究基础有限。当前的研究基于调查（N = 4875）和焦点小组（N = 46）的数据，探索了个人和情境变量在教师使用直接投资实践中的关系。结果表明，信念，自我效能感和组织支持与教师的DI实践密切相关。老师描述了对DI的各种理解，误解和信念。讨论了研究和实践意义。