Facilitating differentiated instruction in a multi-grade setting : the case of a small school

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creativework.keywordsClass size | Differentiated instruction | Multi-grade teaching | School administration | Small school
dc.contributor.authorShareefa, Mariyam
dc.contributor.authorMoosa, Visal
dc.contributor.authorMatzin, Rohani
dc.contributor.authorAbdulla, Nor Zaiham Midwati
dc.contributor.authorJawawi, Rosmawijah
dc.date.accessioned2024-09-25T07:06:50Z
dc.date.available2024-09-25T07:06:50Z
dc.date.issued2021-04-26
dc.description.abstractEducation literature often reports about the challenge-prone nature of both multi-grade teaching (MGT) and differentiated instruction (DI). This article explored the factors that expedited implementation of DI in a small rural school which practised MGT. Participants of this case study were the principal and three elementary teachers of the selected school. Using semi-structured interview, classroom observation, and document analysis, the possibilities and challenges for DI implementation were examined, analysed, and described. The findings revealed four major factors that facilitated successful implementation of DI. These are teachers’ positive perception, teachers’ knowledge, support and advocacy of school management, and the choice of instructional setup employed. The findings also indicated lack of time and teachers’ high workload as challenges to teachers’ efforts for DI implementation. The findings imply that favourable conditions within schools can facilitate DI in a multi-grade setting, even in the presence of certain challenges.
dc.formatpdf
dc.identifier.urihttps://hoba.ium.edu.mv/handle/1/1957
dc.language.isoen
dc.subjectEducation | ތަޢުލީމު
dc.titleFacilitating differentiated instruction in a multi-grade setting : the case of a small school
dc.title.alternativeSpringer Nature Social Sciences, vol. 1, no. 127, 2021
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