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Full-Text Articles in Education
Conversations With Australian Teachers And School Leaders About Using Differentiated Instruction In A Mainstream Secondary School, Kathryn Gibbs, Wendi Beamish
Conversations With Australian Teachers And School Leaders About Using Differentiated Instruction In A Mainstream Secondary School, Kathryn Gibbs, Wendi Beamish
Australian Journal of Teacher Education
Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised …
A Decade Of Positive Education And Implications For Initial Teacher Education: A Narrative Review, Mathew A. White
A Decade Of Positive Education And Implications For Initial Teacher Education: A Narrative Review, Mathew A. White
Australian Journal of Teacher Education
This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education—a growing international change initiative—in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009–2014 and 2015–2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; …