Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022)

Differentiated instruction (DI) is a beneficial approach to addressing students’ diverse learning needs, abilities, and interests to ensure that each student has the opportunity to make academic progress. To answer the question of how teachers utilize DI in K-12 classrooms, this systematic review wa...

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Veröffentlicht in:	Asia Pacific education review Jg. 25; H. 2; S. 507 - 525
1. Verfasser:	Hu, Linlin
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.06.2024 Springer Nature B.V 교육연구소
Schlagworte:	Academic achievement Classrooms Education Individualized Instruction Instructional design Learning Review Article Standardized Tests Teaching methods 교육학 K-12 Instructional design Differentiated instruction Systematic literature review
ISSN:	1598-1037, 1876-407X
Online-Zugang:	Volltext
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