Differentiated learning practice in China: Chinese teachers report how teacher evaluation system can affect the successful implementation of differentiated learning in a classroom
The purpose of the present study is to understand in what ways mandatory teacher assessments in China affect high school teachers' motivations to practice differentiated learning in high school classrooms in grades 10 through 12.
Identifier (Other)DOI: 10.25316/IR-15037
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Differentiated instruction and blended learning to support student learning in Workplace Mathematics 10 Baker, Stephanie (Electronic version published by Vancouver Island University, 2020)This paper discusses the creation of Workplace Mathematics 10 trigonometry lesson plans for the BC curriculum as of September 2019. The principles of blended learning and universal design for learning (UDL) were incorporated ...
Why some teachers are not likely to engage in Professional Learning Communities (PLCs) designed for teachers’ professional development to help them adapt to educational innovation Tao, Zhen (Electronic version published by Vancouver Island University, 2019)The purpose of the present study was to consider the reasons of teacher’s non-engagement of Professional Learning Communities (PLCs) and how to implement effective professional learning in schools. Teacher’s experience of ...
Inclusive learning teachers as co-teachers: improving planning and implementation for purposeful co-instruction in inclusive classrooms Johnson, Amanda (Electronic version published by Vancouver Island University, 2019)Alternate models of service delivery in Special Education can be used to support students with diverse needs within inclusive classrooms. Co-teaching is a service delivery model where generalist teachers and special education ...