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ERIC Number: EJ1109424
Record Type: Journal
Publication Date: 2016-Aug
Pages: 5
Abstractor: As Provided
ISSN: EISSN-1471-3802
A Study of Inclusive Practices
Duquette, Cheryll
Journal of Research in Special Educational Needs, v16 suppl 1 p111-115 Aug 2016
The purpose of this research was to examine the experiences of four pre-service teachers (PSTs) implementing differentiated instruction (DI) using action research. During a practicum, the participants recorded data about their use of DI and took part in collaborative reflective discussions with a professor. The data were analysed inductively. It was found that the PSTs' planning was guided by the DI strategies and they regularly incorporated 10 DI strategies in their lessons. When they encountered problems implementing DI, the professor played an important role in by modelling reflection, analysis and problem-solving during collaborative reflection sessions. The use of action research to investigate their practice increased the PSTs' understanding of the students and how to use DI strategies effectively. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]
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Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A