The meanings of differentiated instruction in the narratives of Eritrean teachers-Reference-Cited by-同舟云学术

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The meanings of differentiated instruction in the narratives of Eritrean teachers

Published:2021-04-14 Issue: Volume: Page:1-19
ISSN:1468-1366
Container-title:Pedagogy, Culture & Society
language:en
Short-container-title:Pedagogy, Culture & Society

Author:

Zerai Desalegn¹²,Eskelä-Haapanen Sirpa³^ORCID,Posti-Ahokas Hanna⁴,Vehkakoski Tanja⁵^ORCID

Affiliation:

1. Department of Psychology and Educational Administration, Asmara College of Education, Asmara, Eritrea

2. Faculty of Education and Psychology, University of Jyvaskyla, Jyvaskyla, Finland

3. Department of Teacher Education, University of Jyväskylä, Jyvaskyla, Finland

4. Department of Education, University of Helsinki, Finland

5. Department of Education, University of Jyväskylä, Jyvaskyla, Finland

Funder

Ministry of Foreign Affairs of Finland with a research grant from the University of Jyväskylä

Publisher

Informa UK Limited

Subject

Education,Cultural Studies

Link

https://www.tandfonline.com/doi/pdf/10.1080/14681366.2021.1914712

Reference58 articles.

1. Quality of Early Childhood Education in Private and Government Preschools of Addis Ababa, Ethiopia

2. Small stories as a new perspective in narrative and identity analysis

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1. Exploring secondary school teachers' creativity in differentiated instruction (DI) practices across Indonesian EFL classrooms;Thinking Skills and Creativity;2024-09

2. Bibliometric Analysis of Research Developments on Differentiated Instruction;European Journal of Educational Research;2024-07-15

3. The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools;Thinking Skills and Creativity;2023-12

4. Investigating Differentiated Instruction and the Contributing Factors to Cater EFL Students’ Needs at the Collegial Level;2023-11-01

5. The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms;Education Sciences;2023-03-07

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