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A Study on Teachers' Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classrooms
Wang, Ru Yu
Yu, Ming Chung
Wang, Ru Yu
|Issue Date:||2013-09-02 17:43:53 (UTC+8)|
This study aimed to investigate junior high school English teachers’ beliefs and practices on differentiated instruction (DI), the correlation between their beliefs and practices, and the influential factors in their beliefs and practices.
The statistical analyses of data from the questionnaire survey of 342 English teachers in Taoyuan County public junior high schools were performed with the SPSS statistic program. The data obtained were subjected to descriptive statistics, independent sample t-test, product-moment correlation, and ANOVA along with Scheffe’s post hoc test if necessary.
The findings of the current study can be summed up as follows: Junior high school English teachers held positive attitude toward DI and they implemented several DI principles in their classrooms. Also, positive correlation existed between teachers’ beliefs and practices on DI. The more teachers agreed with DI, the more often they would implement DI in their classrooms. Nevertheless, the results also indicated teachers did not carry out their entire beliefs on DI into their instructional practices. Besides, attendance of workshops and reading DI-related literature could lead to teachers’ positive attitude toward DI while reading related literature and minimizing class size could motivate teachers to implement DI in their classrooms. Based on the findings, pedagogical implications and suggestions were presented for educators and the authorities concerned to make implementation of differentiated instruction more common and efficient in junior high school English classrooms.
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