This study explores differentiated instructional strategies in higher education,focusing on municipal universities in Beijing to address the needs of students requiring special academic and psychological support.Despi...This study explores differentiated instructional strategies in higher education,focusing on municipal universities in Beijing to address the needs of students requiring special academic and psychological support.Despite standardized cultivation frameworks in universities,significant variations persist among undergraduates in academic planning,cognitive traits,and psychological profiles.A minority of students face challenges due to cognitive misjudgments(e.g.,unrealistic self-assessment),goal fixation(e.g.,excessive focus on postgraduate exams or studying abroad),psychological barriers(e.g.,social withdrawal),or mental health crises,which hinder their academic integration and personal development.Universities must adopt flexible,compliance-oriented differentiated instruction within standardized frameworks to support at-risk students.Strategies should balance personalized interventions with institutional fairness,ensuring equitable opportunities for all students while safeguarding academic integrity.展开更多
This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative e...This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative experimental design in employing the action research framework.Based on the results of the study,there is significant difference between the control group’s pretest and posttest scores based on the T-Value of 3.24 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.For the experimental group’s pretest and posttest score there is a significant difference based on the T-Value of 4.93 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.However,the data between the T-Value of the control and experimental group are that the experimental group has a higher computed T-Value by 1.69 which means that learners have better understanding and learning of the subject Media and Information Literacy if Differentiated Instruction was used compared to the control group without Differentiated Instruction and is of significant difference.This action research had proven the usefulness of DI in improving the performance and understanding of learners in senior high school in the subject Media and Information Literacy.Hence,the use of DI can be utilized in other senior high schools in the country as a method of effective classroom instruction.展开更多
A collaborative approach should be flexible in order to adjust to the diverse needs and styles of students and teachers.College English teachers communicating and working cooperatively with each other to target and en...A collaborative approach should be flexible in order to adjust to the diverse needs and styles of students and teachers.College English teachers communicating and working cooperatively with each other to target and enhance instruction for college students are more effective than teaching in isolation.展开更多
The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus...The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recom- mendations are made to assist teachers in overcoming such barriers： （a） whole of school approach, （b） effective, differentiated pedagogy, （c） integration of technology for individualized tracking of progress, （d） supportive school climate, and （e） alignment of local efforts with national initiatives.展开更多
The rapid proliferation of generative artificial intelligence(GenAI)is reshaping pedagogical expectations and student learning outcomes in higher education.This paper investigates the systematic design,implementation,...The rapid proliferation of generative artificial intelligence(GenAI)is reshaping pedagogical expectations and student learning outcomes in higher education.This paper investigates the systematic design,implementation,and assessment of AI-augmented Differentiated Instruction(DI)within college-level introductory computer courses.Specifically,an integrated pedagogical model is proposed based on the emerging GenAI capability-based training framework,recent advancements in AI-supported learning analytics,and established DI theory,which balances technical skill development,ethical considerations,and inclusive teaching practices.The findings indicate that successful integration of AI and DI necessitates coordinated investments in three key areas:(1)faculty professional development structured around a defined competency progression;(2)robust,privacy-preserving analytics pipelines capable of inferring learners'conceptual states;and(3)institutional governance frameworks designed to ensure ethical application and equitable outcomes.展开更多
Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education co...Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.展开更多
Moving beyond the conventional“level diagnosis-case analysis”framework,this study,grounded in the SOLO Taxonomy,constructs a four-dimensional instructional model of“stratified objectives,tasks,guidance,and assessme...Moving beyond the conventional“level diagnosis-case analysis”framework,this study,grounded in the SOLO Taxonomy,constructs a four-dimensional instructional model of“stratified objectives,tasks,guidance,and assessment.”Focusing on geometric proofs in middle school,the model is practically applied through case studies of the properties of parallelograms and triangle congruence.By transforming the SOLO levels into actionable instructional steps,the model addresses key student challenges-such as fragmented thinking processes,disorganized logical expression,and weak knowledge transfer-thereby facilitating cognitive progression among students at different levels.The implementation demonstrates that this model significantly enhances the precision and effectiveness of teaching geometric proofs.Its core strengths lie in using visualized diagnostic tools for precise instructional positioning and constructing scaffolded task sequences to build clear pathways for cognitive development.展开更多
This paper investigates how classroom practices can actively promote equity and social justice in education by focusing on three core strategies:inclusive teaching,differentiated instruction,and fostering teacher-stud...This paper investigates how classroom practices can actively promote equity and social justice in education by focusing on three core strategies:inclusive teaching,differentiated instruction,and fostering teacher-student relationships.Using a case study approach,the research examines classrooms in underfunded urban schools where these practices have been implemented.Social justice theory serves as the foundation for this analysis,emphasizing how classroom practices directly address disparities in academic outcomes among students from different socioeconomic backgrounds.Findings show that inclusive teaching practices—such as using diverse curricular materials—encourage greater participation from marginalized students.Differentiated instruction tailored to individual learning needs reduces performance gaps,while teacher expectations significantly impact student motivation and success.Prior studies are reviewed to contextualize these findings,highlighting a gap in the literature concerning real-world application of these strategies in disadvantaged communities.This research uniquely contributes by providing a concrete analysis of how these practices are applied in practice,offering practical insights for educators and policymakers aiming to reduce inequality in education.展开更多
Inequalities in STEM education remain a persistent issue,disproportionately affecting underrepresented groups,including women,minorities,and low-income students.This study aims to explore how educators address these i...Inequalities in STEM education remain a persistent issue,disproportionately affecting underrepresented groups,including women,minorities,and low-income students.This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices.Grounded in theories of culturally relevant pedagogy and critical pedagogy,the research investigates the role of teachers as key agents in promoting equity in STEM classrooms.A systematic literature review was conducted,drawing from case studies,academic articles,and policy reports,focusing on strategies that educators use to create more inclusive and supportive learning environments.The findings reveal that educators utilize a range of methods,such as differentiated instruction,inclusive curriculum design,and culturally responsive teaching,to address disparities in STEM education.However,significant challenges,including limited resources and inconsistent institutional support,hinder full implementation.This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education.It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.展开更多
文摘This study explores differentiated instructional strategies in higher education,focusing on municipal universities in Beijing to address the needs of students requiring special academic and psychological support.Despite standardized cultivation frameworks in universities,significant variations persist among undergraduates in academic planning,cognitive traits,and psychological profiles.A minority of students face challenges due to cognitive misjudgments(e.g.,unrealistic self-assessment),goal fixation(e.g.,excessive focus on postgraduate exams or studying abroad),psychological barriers(e.g.,social withdrawal),or mental health crises,which hinder their academic integration and personal development.Universities must adopt flexible,compliance-oriented differentiated instruction within standardized frameworks to support at-risk students.Strategies should balance personalized interventions with institutional fairness,ensuring equitable opportunities for all students while safeguarding academic integrity.
文摘This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative experimental design in employing the action research framework.Based on the results of the study,there is significant difference between the control group’s pretest and posttest scores based on the T-Value of 3.24 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.For the experimental group’s pretest and posttest score there is a significant difference based on the T-Value of 4.93 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.However,the data between the T-Value of the control and experimental group are that the experimental group has a higher computed T-Value by 1.69 which means that learners have better understanding and learning of the subject Media and Information Literacy if Differentiated Instruction was used compared to the control group without Differentiated Instruction and is of significant difference.This action research had proven the usefulness of DI in improving the performance and understanding of learners in senior high school in the subject Media and Information Literacy.Hence,the use of DI can be utilized in other senior high schools in the country as a method of effective classroom instruction.
文摘A collaborative approach should be flexible in order to adjust to the diverse needs and styles of students and teachers.College English teachers communicating and working cooperatively with each other to target and enhance instruction for college students are more effective than teaching in isolation.
文摘The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recom- mendations are made to assist teachers in overcoming such barriers： （a） whole of school approach, （b） effective, differentiated pedagogy, （c） integration of technology for individualized tracking of progress, （d） supportive school climate, and （e） alignment of local efforts with national initiatives.
基金supported by the 2024 Shanghai University of Medicine&Health Sciences Faculty Teaching Research Project(Grants CFDY20240027,CFDY20240038).
文摘The rapid proliferation of generative artificial intelligence(GenAI)is reshaping pedagogical expectations and student learning outcomes in higher education.This paper investigates the systematic design,implementation,and assessment of AI-augmented Differentiated Instruction(DI)within college-level introductory computer courses.Specifically,an integrated pedagogical model is proposed based on the emerging GenAI capability-based training framework,recent advancements in AI-supported learning analytics,and established DI theory,which balances technical skill development,ethical considerations,and inclusive teaching practices.The findings indicate that successful integration of AI and DI necessitates coordinated investments in three key areas:(1)faculty professional development structured around a defined competency progression;(2)robust,privacy-preserving analytics pipelines capable of inferring learners'conceptual states;and(3)institutional governance frameworks designed to ensure ethical application and equitable outcomes.
文摘Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.
文摘Moving beyond the conventional“level diagnosis-case analysis”framework,this study,grounded in the SOLO Taxonomy,constructs a four-dimensional instructional model of“stratified objectives,tasks,guidance,and assessment.”Focusing on geometric proofs in middle school,the model is practically applied through case studies of the properties of parallelograms and triangle congruence.By transforming the SOLO levels into actionable instructional steps,the model addresses key student challenges-such as fragmented thinking processes,disorganized logical expression,and weak knowledge transfer-thereby facilitating cognitive progression among students at different levels.The implementation demonstrates that this model significantly enhances the precision and effectiveness of teaching geometric proofs.Its core strengths lie in using visualized diagnostic tools for precise instructional positioning and constructing scaffolded task sequences to build clear pathways for cognitive development.
文摘This paper investigates how classroom practices can actively promote equity and social justice in education by focusing on three core strategies:inclusive teaching,differentiated instruction,and fostering teacher-student relationships.Using a case study approach,the research examines classrooms in underfunded urban schools where these practices have been implemented.Social justice theory serves as the foundation for this analysis,emphasizing how classroom practices directly address disparities in academic outcomes among students from different socioeconomic backgrounds.Findings show that inclusive teaching practices—such as using diverse curricular materials—encourage greater participation from marginalized students.Differentiated instruction tailored to individual learning needs reduces performance gaps,while teacher expectations significantly impact student motivation and success.Prior studies are reviewed to contextualize these findings,highlighting a gap in the literature concerning real-world application of these strategies in disadvantaged communities.This research uniquely contributes by providing a concrete analysis of how these practices are applied in practice,offering practical insights for educators and policymakers aiming to reduce inequality in education.
文摘Inequalities in STEM education remain a persistent issue,disproportionately affecting underrepresented groups,including women,minorities,and low-income students.This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices.Grounded in theories of culturally relevant pedagogy and critical pedagogy,the research investigates the role of teachers as key agents in promoting equity in STEM classrooms.A systematic literature review was conducted,drawing from case studies,academic articles,and policy reports,focusing on strategies that educators use to create more inclusive and supportive learning environments.The findings reveal that educators utilize a range of methods,such as differentiated instruction,inclusive curriculum design,and culturally responsive teaching,to address disparities in STEM education.However,significant challenges,including limited resources and inconsistent institutional support,hinder full implementation.This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education.It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.
