This paper presents findings from a systematic review to identify how differentiated instruction (DI) is used in Australian mainstream schools. The literature identified a scarcity of research over the past decade. Six relatively small-scale studies met the inclusion criteria. Analysis revealed three themes: the ‘how’ of DI, teacher concerns using DI, and school leaders’ roles and responsibilities. Findings showed teachers effectively used differentiated pedagogical practices in their mainstream classrooms. However, there is a need for a clearer definition of DI as a teaching practice. Ongoing professional learning, mentoring, and coaching about DI supported by school leaders is essential. Finally, there is a pressing need for further studies on how DI is currently implemented in Australian schools.

本文介绍了一项系统审查的结果，以确定澳大利亚主流学校如何使用差异化教学 (DI)。文献发现过去十年中缺乏研究。六项相对较小规模的研究符合纳入标准。分析揭示了三个主题：DI 的“方式”、教师使用 DI 的担忧以及学校领导的角色和责任。调查结果表明，教师在其主流课堂中有效地使用了差异化的教学实践。然而，作为一种教学实践，DI 需要一个更清晰的定义。由学校领导支持的关于 DI 的持续专业学习、指导和辅导至关重要。最后，迫切需要进一步研究目前澳大利亚学校如何实施 DI。