Teachers’ perceptions of instructional differentiation to cater for student diversity: a pilot survey study

Title: Teachers’ perceptions of instructional differentiation to cater for student diversity: a pilot survey study
Creator: Smith, Susen R.; Robinson, Greg; Arthur-Kelly, Michael; Morgan, Philip J.
Relation: AARE International Education Research Conference (AARE 2004). AARE 2004 Conference Papers (Melbourne 29 November - 2nd December, 2004)
Relation: http://publications.aare.edu.au/04pap/alpha04.htm#S
Publisher: Australian Association for Research in Education (AARE)
Resource Type: conference paper
Date: 2005
Description: Underpinning the rationale for this PhD study are issues regarding literacy concerns, student diversity, instructional differentiation and academic-engagement (Conway, Arthur-Kelly & Pascoe, 2004). Recent initiatives in New South Wales (NSW) primary schools have involved a focus on literacy instruction and outcomes-based learning (NSW Board of Studies, 1998; NSW Department of Education & Training, 1997). However, Australian surveys suggest up to 16% of students still have literacy problems and many students fail to learn to read by the time they leave school (Brent, Gough & Robinson, 2001; Cambourne, 2000; Masters & Forster, 1997; Prior, 1999; Rohl & Milton, 2002).
Subject: student diversity; literacy; New South Wales; primary schools
Identifier: http://hdl.handle.net/1959.13/939924
Identifier: uon:12906
Identifier: ISSN:1324-9339
Language: eng
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