Session Information
04 SES 08 A, Changing Attitude and Teaching
Paper Session
Contribution
The aim of the present study was to investigate Greek primary school teachers’ perceptions about classroom heterogeneity and curricular adaptations as well as choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms.
During the last decades, the inclusion of students with special educational needs, students of diverse cultural background and students on accelerated programs make the challenge of serving academically diverse learners in regular classrooms to seem an inevitable part of teacher’s role. It is, therefore, necessary to take into account each student’s strengths, learning style, personal interests, cultural and religious background, multiple intelligences as well as students’ limitations in order to teach effectively, enhance motivation to learn and provide equal opportunities for all pupils (Bräu & Schwerdt 2005; Grunder & Gut 2009; Prengel 2010). Differentiated instruction (DI) applies an approach to teaching and learning which allows students to have multiple options for taking in information and making sense of ideas adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum (Guild, 2001; Tomlinson, 2004). It requires teachers to be flexible in their approach to teaching as well as to know how and implement with comfort the appropriate curriculum adaptations. A limited amount of research has investigated the factors regarding teachers (e.g. teacher perceptions, teacher education, teacher experience) which may interfere with curriculum adaptations and the application of DI in heterogeneous classrooms. Moreover, it is the case that, currently, few teachers make significant changes to teaching and learning routines in response to learner variance (Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003; Wischer, 2007; Heinzel 2008). More specifically, Wertheim & Leyser (2002) found that teachers expressed intent to make adaptations directed towards all students and less willingness to use DI. In addition, McLeskey & Waldron (2002) reported that teachers acknowledged that since inclusive school programmes were developed, their roles were altered, as more teaming and collaboration occurred. However, Blozowich (2001) noted that teachers implementing DI require continuous and consistent professional development coupled with intensive consultation about how these techniques are being implemented in the classroom.
The underlying theoretical background of the present study is based on the theory of intersectionality (Leiprecht & Lutz, 2005) and the theory of cultural diversity (Ogbu, 1992).
Research questions are:
1. What are Greek primary school teachers’ perceptions about diversity and teaching in heterogeneous classrooms?
2. What are Greek primary school teachers’ levels of knowledge about implementing differentiated instruction in heterogeneous classrooms?
3. What levels of comfort do Greek primary school teachers have with the implementation of differentiated instruction in heterogeneous classrooms?
4. Is there any statistically significant differences regarding perceptions about diversity, levels of knowledge and levels of comfort with the implementation of differentiated instruction among Greek primary school teachers in terms of the following factors?
a. Level of professional education
b. In –service training
c. Teaching experience
d. Type of school (small-sized schools: up to 5 teachers for all grades, large-sized schools: 6 teachers and above)
e. Students’ needs (i.e. students with immigrant background and learning difficulties)
Method
Expected Outcomes
References
Blozowich, D. G. (2001). Differentiated instruction in heterogeneously grouped sixth grade classrooms. Unpublished EdD thesis. Immaculata College. Bräu, K. & Schwerdt, U. (2005). Heterogenität als Chance. Lit Verlag. Grunder, H-U. & Gut, A. (Hg.). Zum Umgang mit heterogenität in der Schule. Schneider Verlag. Guild, P. B. (2001). Diversity, Learning Style and Culture. New Horizons for Learning. [Online] http://www.newhorizons.org/strategies/styles.guild.htm [15 May 2005]. Heinzel, F (2008). Umgang mit Heterogenität in der Grundschule. In: Ramseger, J. & Wagener, M. (Hg.). Chancenungleichheit in der Grundschule. Wiesbaden, pp. 133-138. McLeskey, J., & Waldron, N.L. (2002). Inclusion and school change: Teacher perceptions regarding curricular and instructional adaptations. TESE, 25,1,41-54. Leiprecht, R. & Lutz, H. (2005). Intersektionalität im Klassenzimmer: Ethnizität, lasse, Geschlecht. In: Leiprecht, R. & Kerber, A. (Hersg.) Schule in der inwanderungsgesellschaft. Wochrnschau Verlag, pp. 218-234. Nicolino, P.A. (2006). Teacher perceptions of learning style assessments, differentiatedinstruction, instructional technology and their willingness to adopt individualized instructional technology. Unpublished Doctoral Dissertation. Dowling CollegeOakdale, New York. Ogbu, J.U. (1992) Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14. Prengel, A. (2010). Heterogenität als Theorem der Grundschulpädagogik. In: Zeitschrift für Grudschulpädagogik, 3, Η1, pp. 7-17. Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin,K., Conover, L.A. & Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature, Journal for the Education of the Gifted, 27,2/3, 119-45. Tomlinson, C. A. (2004). Differentiation in diverse settings. School Administrator, 61(7), 28-33. Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables and differentiated instruction of Israli prospective teachers, The Journal of Educational Research, 96,1, 54-63. Wischer, B. (2007). Heterogenität als komplexe Anforderung an das Lehrerhandeln. In: Boller, S., Rosowski, E. & Stroot, Th. (Hg.). Heterogenität in Schule und Unterricht. Weinheim und Basel.
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