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differentiated instruction

Language Arts Teachers Pioneering the Implementation of an Alternative Pathway to Secondary Education Curriculum in Jamaica

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SKU: cje-45-1-3

This paper explores teachers’ experiences in implementing the Language Arts Alternative Pathway to Secondary Education (APSE) curriculum in a rural high school and the factors which influenced its implementation. The study employed a qualitative case study research design. Semi-structured interviews, observations of participants, and document analysis were used to gather data from six purposefully selected members of the Language and Literacy Department. The collected data were analysed using content analysis.

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Improving Practice: Exploring the Effectiveness of Differentiated Instruction in a Standard 1 Belizean Classroom

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SKU: cje-43-2-4

The purpose of this study was to examine the effectiveness of using differentiated instruction to improve students’ overall reading abilities in a Standard 1 Belizean classroom. Data were collected by conducting teacher interviews, pre- and post-literacy assessment, and analysis of teachers’ weekly reading plans. The pre- and post-tests assessed students in three areas: phonological awareness, phonics, and reading comprehension.

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Teachers' experiences with the use of Differentiated Instruction in a Jamaican Inner-City Primary School

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SKU: JEDIC-1901-6

In response to the diverse nature of the learners in any one classroom, many teachers have employed the use of differentiated instruction. Central to the tenets underpinning this approach is the idea that all learners enter the classroom with differences in learning abilities, styles, interests, cognitive skills, and life experiences which ultimately determine how they receive and interpret information (Tomlinson, 2017; Prince, 2011; Huebner, 2010; Vygotsky, 1978).
 

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