Teachers’ perspectives on using differentiated instruction in the mixed ability classroom at one government primary school

dc.DegreeType	M.Ed	en_US
dc.Department	Education	en_US
dc.Faculty	Humanities and Education	en_US
dc.Institution	University of the West Indies (Saint Augustine, Trinidad and Tobago)	en_US
dc.contributor.author	Sutherland-Kalisingh, Golda
dc.date.accessioned	2019-01-17T19:23:20Z
dc.date.available	2019-01-17T19:23:20Z
dc.date.issued	2017
dc.description.abstract	Through the lived experiences of five teachers, this study investigated the use of differentiated instruction (DI) in the classroom at a government primary school in Trinidad and Tobago. The teachers were drawn from levels ranging from Infants to Standard 4. Data were collected through interviews. Overall, the findings revealed that while the teachers might have a desire to practice a greater degree of DI in the classroom, there is the risk that they could become easily distracted if the appropriate resources and environment were not made available to facilitate the activities involved in its employment.	en_US
dc.identifier.uri	https://hdl.handle.net/2139/46350
dc.subject.other	Primary school teachers	en_US
dc.subject.other	Teacher attitudes	en_US
dc.subject.other	Ability grouping	en_US
dc.subject.other	Classroom methods	en_US
dc.subject.other	Trinidad and Tobago	en_US
dc.title	Teachers’ perspectives on using differentiated instruction in the mixed ability classroom at one government primary school	en_US
dc.type	Thesis	en_US

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