From perception to practice: how Chinese teachers perceive and implement differentiated instruction in primary and secondary schools-Reference-Cited by-同舟云学术

From perception to practice: how Chinese teachers perceive and implement differentiated instruction in primary and secondary schools

Published:2024-04-25 Issue: Volume: Page:1-16
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Bi Meijie¹²^ORCID,Struyven Katrien³^ORCID,Zhu Chang⁴^ORCID,Zhong Cheng⁵^ORCID

Affiliation:

1. College of Education, Zhejiang Normal University, Jinhua, People’s Republic of China

2. Joint Education Institute of Zhejiang Normal University and University of Kansas & College of Education, Zhejiang Normal University, Jinhua, People’s Republic of China

3. School for Educational Studies, Hasselt University, Hasselt, Belgium

4. Department of Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium

5. Center for Sociology of Education, Nanjing Normal University, Nanjing, People’s Republic of China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2024.2344853

Reference74 articles.

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2. On the Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Separate Gender Education

3. Aliyeva Ainur. 2018. “The perceptions and practices of differentiated instruction of teachers who are also in the position of subject coordinators in a school for gifted students in Kazakhstan.” Master thesis. Nazarbayev University.

4. Qualitative research: deductive and inductive approaches to data analysis

5. The Effect of the Differentiated Teaching Approach in the Algebraic Learning Field on Students' Academic Achievements