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

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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:
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  Data: Differentiated Instruction in Practice: Primary Teachers' Views on the Century of Türkiye Education Model
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  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>)
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  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.
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  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
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  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>
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  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>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
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  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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1485173
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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
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            NameFull: Ezgi Tozak
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            NameFull: Ömer Faruk Tamul
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            NameFull: Aycan Kasik
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              M: 01
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              Y: 2025
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