The effects of primary school teachers' professional development activities on differentiated instructional practices and possibilities of elevating students' learning engagement.
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| Title: | The effects of primary school teachers' professional development activities on differentiated instructional practices and possibilities of elevating students' learning engagement. |
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| Authors: | Geletu, Girma Moti1 girmamg@hu.edu.et, Mihiretie, Dawit Mekonnen2 |
| Source: | Education 3-13. Nov2024, Vol. 52 Issue 8, p1222-1237. 16p. |
| Subject Terms: | *Primary schools, *Teachers, *Student engagement, *Professional education, Statistical sampling |
| Abstract: | The study examined the effects of primary school teachers' professional development activities on differentiated instructional practices in classrooms and possibilities for elevating students' learning engagement. A mixed method with concurrent triangulation design was used. The samples were selected by using purposive, simple random, and stratified sampling techniques. The data were collected through questionnaires, interviews, observations, and document analysis. The data were analyzed by using different descriptive (mean and standard deviation), and inferential (independent sample t-test and one-way ANOVA) statistics, and thematic narration. The findings indicated that teacher professional learning contributed to the development of professional and pedagogical competencies required in classrooms although the objectives of differentiated instructional practices were not aligned with the learning outcomes of diverse learners. The practices of students' learning engagement were not empowered due to the lack of appropriately differentiated contents, process, products, resources, and learning environment to address the diverse learning needs of children in the classroom. Therefore, contextualisation, conceptualisation and adaptation of best differentiated pedagogical practices should be realised by giving ongoing professional development training through face-to-face interaction, online digital and E-learning for primary school teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180429724 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The effects of primary school teachers' professional development activities on differentiated instructional practices and possibilities of elevating students' learning engagement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink><relatesTo>1</relatesTo><i> girmamg@hu.edu.et</i><br /><searchLink fieldCode="AR" term="%22Mihiretie%2C+Dawit+Mekonnen%22">Mihiretie, Dawit Mekonnen</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+3-13%22">Education 3-13</searchLink>. Nov2024, Vol. 52 Issue 8, p1222-1237. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study examined the effects of primary school teachers' professional development activities on differentiated instructional practices in classrooms and possibilities for elevating students' learning engagement. A mixed method with concurrent triangulation design was used. The samples were selected by using purposive, simple random, and stratified sampling techniques. The data were collected through questionnaires, interviews, observations, and document analysis. The data were analyzed by using different descriptive (mean and standard deviation), and inferential (independent sample t-test and one-way ANOVA) statistics, and thematic narration. The findings indicated that teacher professional learning contributed to the development of professional and pedagogical competencies required in classrooms although the objectives of differentiated instructional practices were not aligned with the learning outcomes of diverse learners. The practices of students' learning engagement were not empowered due to the lack of appropriately differentiated contents, process, products, resources, and learning environment to address the diverse learning needs of children in the classroom. Therefore, contextualisation, conceptualisation and adaptation of best differentiated pedagogical practices should be realised by giving ongoing professional development training through face-to-face interaction, online digital and E-learning for primary school teachers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03004279.2022.2143722 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1222 Subjects: – SubjectFull: Primary schools Type: general – SubjectFull: Teachers Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Professional education Type: general – SubjectFull: Statistical sampling Type: general Titles: – TitleFull: The effects of primary school teachers' professional development activities on differentiated instructional practices and possibilities of elevating students' learning engagement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geletu, Girma Moti – PersonEntity: Name: NameFull: Mihiretie, Dawit Mekonnen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03004279 Numbering: – Type: volume Value: 52 – Type: issue Value: 8 Titles: – TitleFull: Education 3-13 Type: main |
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