Η Διαφοροποίηση της Διδασκαλίας σε Τάξεις Μικτής Ικανότητας μέσα από τις Εμπειρίες Εκπαιδευτικών και Μαθητών: Μια Ποιοτική Διερεύνηση της Αποτελεσματικότητας και των Προϋποθέσεων Εφαρμογής της

Abstract

This article presents the findings of qualitative data gathered in a quasi-experimantal study that examined the effect of differentiated instruction on student learning in mixed ability classrooms. The study took place during the school years 2008-2010. Participants in the study were 24 teachers and 479 grade-four students in Nicosia district, Cyprus. Fourteen volunteer elementary teachers were trained on differentiated instructions in greek language lesson. Differentiated instruction was implemented for a whole school year. Content analysis was used to analyze semi-structured interviews of students and teachers. The quantitative results confirm initial assumptions of the research, concerning the effectiveness of differentiation and the presuppositions for a successful implementation of differentiation. Furthermore quantitative results are supported be the findings of quantitate data analysis of the present study (Valiandes, 2010, Valiandes, Koutselini & Kyriakides, 2011).