View in EDS PDF Full Text

Differentiated Instruction in Practice: Primary Teachers' Views on the Century of Türkiye Education Model

Saved in:
Bibliographic Details
Title: Differentiated Instruction in Practice: Primary Teachers' Views on the Century of Türkiye Education Model
Language: English
Authors: Ezgi Tozak (ORCID 0000-0002-4916-6525), Ömer Faruk Tamul (ORCID 0000-0001-8884-6171), Aycan Kasik (ORCID 0009-0006-6683-6865)
Source: International Electronic Journal of Elementary Education. 2025 17(5):674-689.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Elementary School Teachers, Individualized Instruction, Models, Teacher Attitudes, Foreign Countries, Grade 1, Special Needs Students, Public Schools, Elementary School Curriculum, Barriers
Geographic Terms: Turkey
ISSN: 1307-9298
Abstract: The aim of this study is to evaluate the differentiated instruction approach implemented at the first-grade level within the scope of the Century of Türkiye Education Model (CTEM), based on the perspectives of primary school teachers. The study examines the classroom reflections of the support and enrichment dimension structured under the CTEM. Designed as a case study, one of the qualitative research designs, the study involved 10 primary school teachers, who had at least one student with special educational needs (SEN) in their classroom, and were working in public schools during the 2024-2025 academic year. The data were collected through semi-structured interviews and analyzed using the descriptive analysis method. The findings were presented within the framework of the following themes: content structure, instructional practices, assessment and evaluation processes, and support and enrichment practices. The teachers stated that they generally viewed the simplification of the content positively; however, they also emphasized that the new arrangements in Turkish, Life Sciences, and Mathematics curricula led to some challenges in students' learning processes. Activity-based approaches were generally supported by the teachers; however, challenges related to the implementation process--such as crowded classrooms and lack of materials--were also highlighted. Although the diversity of assessment and evaluation practices increased, teachers pointed out certain limitations regarding time management and ease of implementation. While the theoretical framework for support and enrichment practices appeared to be strong, there were deficiencies in implementation support and availability of materials. In conclusion, although the differentiated instruction framework within the CTEM offers an inclusive theoretical structure, the conditions for practical implementation indicate a need for further improvement. In order to support the implementation of the model, it may be beneficial to provide guidance on differentiated content and offer material support in addition to teacher training.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485173
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE8Am38jIIp5Y9caWiRvrFkAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDPmxbasJ5BdX-IFxggIBEICBmjOCLTURAetzyUeDVwySoCBecuPHFITqhOMXhd87BoUcium6leLfQRZPHu3lopCoAJQeNU90UF9MbFaPciArl9rO5wiTG9NXJbs8KdzFzpmFs9mgkBpYCEFNBilKB8GsMFDfazkLYVmdd-nPUBm5zmpwDiGvoUVN_aOyalcawE9SMP0tF7I5CrW_pobThtbYQPLmbd8iVkfd88Q=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1485173
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1485173
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Differentiated Instruction in Practice: Primary Teachers' Views on the Century of Türkiye Education Model
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ezgi+Tozak%22">Ezgi Tozak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4916-6525">0000-0002-4916-6525</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ömer+Faruk+Tamul%22">Ömer Faruk Tamul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8884-6171">0000-0001-8884-6171</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aycan+Kasik%22">Aycan Kasik</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6683-6865">0009-0006-6683-6865</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2025 17(5):674-689.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Curriculum%22">Elementary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1307-9298
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this study is to evaluate the differentiated instruction approach implemented at the first-grade level within the scope of the Century of Türkiye Education Model (CTEM), based on the perspectives of primary school teachers. The study examines the classroom reflections of the support and enrichment dimension structured under the CTEM. Designed as a case study, one of the qualitative research designs, the study involved 10 primary school teachers, who had at least one student with special educational needs (SEN) in their classroom, and were working in public schools during the 2024-2025 academic year. The data were collected through semi-structured interviews and analyzed using the descriptive analysis method. The findings were presented within the framework of the following themes: content structure, instructional practices, assessment and evaluation processes, and support and enrichment practices. The teachers stated that they generally viewed the simplification of the content positively; however, they also emphasized that the new arrangements in Turkish, Life Sciences, and Mathematics curricula led to some challenges in students' learning processes. Activity-based approaches were generally supported by the teachers; however, challenges related to the implementation process--such as crowded classrooms and lack of materials--were also highlighted. Although the diversity of assessment and evaluation practices increased, teachers pointed out certain limitations regarding time management and ease of implementation. While the theoretical framework for support and enrichment practices appeared to be strong, there were deficiencies in implementation support and availability of materials. In conclusion, although the differentiated instruction framework within the CTEM offers an inclusive theoretical structure, the conditions for practical implementation indicate a need for further improvement. In order to support the implementation of the model, it may be beneficial to provide guidance on differentiated content and offer material support in addition to teacher training.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1485173
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1485173
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 674
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Elementary School Curriculum
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Differentiated Instruction in Practice: Primary Teachers' Views on the Century of Türkiye Education Model
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ezgi Tozak
      – PersonEntity:
          Name:
            NameFull: Ömer Faruk Tamul
      – PersonEntity:
          Name:
            NameFull: Aycan Kasik
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1307-9298
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: International Electronic Journal of Elementary Education
              Type: main
ResultId 1