Examining theory-practice gap in implementing differentiated instruction (DI) in the Ethiopian TVET system: the case of TVET colleges in Bahir Dar City-Reference-Cited by-同舟云学术

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Examining theory-practice gap in implementing differentiated instruction (DI) in the Ethiopian TVET system: the case of TVET colleges in Bahir Dar City

Published:2022-08-28 Issue:1 Volume:9 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Hiruy Amare,Melesse Solomon¹^ORCID

Affiliation:

1. 1Bahir Dar University, College of Education and Behavioral Sciences, and Department of Teacher Education and Curriculum Studies, Bahir Dar, Ethiopia

Funder

research

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2022.2114223

Reference26 articles.

1. Ann, W. K. (2012). Differentiated instruction: a survey study of teacher understanding and implementation in a southeast Massachusetts school district. (Unpublished doctoral dissertation). Northeastern University Boston.

2. Clotilda, M. (2019). Top 10 benefits of competency based education for higher education. Developing Country Studies, 6(5), 1–16. Retrieved on July 3/2021, from https://www.creatrixcampus.com/blog/top-10-benefits-competency-based-education-higher-education

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