Loading...
Enhancing differentiated classroom instruction through targeted CPD initiatives
Rababa'h, Bayan
Rababa'h, Bayan
Files
Citations
Altmetric:
Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Jordan
Abstract
Context: The Universal Civilizations Academy (UCA) in Amman, Jordan, offers national and international curricula focused on academic excellence, character development, and global citizenship, while promoting a nurturing and inclusive environment. The school is accredited by esteemed international bodies and aims to prepare students for a globally oriented future. However, teachers face challenges in effectively implementing differentiated instruction, crucial for addressing diverse student needs.
Aims: This action research investigates the influence of targeted continuous professional development (CPD) initiatives on primary teachers' implementation of differentiated instruction. The study seeks to understand teachers' perceptions of CPD effectiveness, identify practical challenges in the classroom, and enhance overall teaching practices to improve student engagement and learning outcomes through more tailored CPD support.
Methods: The research employs a mixed-methods approach, utilizing classroom observations, a questionnaire, and focus group discussions with primary teachers. Data collected includes qualitative and quantitative insights regarding teachers' experiences, challenges, and perceptions of CPD effectiveness. The study aims to document these experiences to inform better CPD design and delivery.
Findings: The findings reveal that teachers are motivated to implement differentiated instruction, leading to improved student engagement. However, they struggle with time management, class planning, and the creation of tailored materials, indicating the need for ongoing support. The CPD initiatives were reported positively, with 93% of teachers feeling more confident in using differentiation strategies, although 53% struggled to apply these techniques consistently across subjects.
Implications: The study highlights the importance of continuous support and personalized coaching in refining the CPD process. It suggests that developing a culture of collaboration and mentorship among teachers could further enhance their confidence and efficacy in differentiated instruction. Additionally, the positive impact seen in UCA may serve as a model for other institutions facing similar challenges, underlining the potential for CPD initiatives to foster more inclusive educational environments.
Description
Keywords (free text)
differentiated instruction, continuous professional development, teacher training, classroom management, student engagement