Differentiated Instruction: Teachers' Perceived Challenges in Hong Kong Secondary Schools

• In Event: Poster Session 8
  In Poster Session: Learning Environments SIG Poster Session

Abstract

Differentiated instruction has been widely promoted in catering for learner diversity in different educational settings. Recent Hong Kong curriculum reform has highlighted differentiated instruction as an approach to cater to learner diversity (CDC, 2009). This study explores teachers' perceptions of differentiated instruction in two Hong Kong secondary schools (Grades 7-12). The main purpose of this investigation is to explore what obstacles teachers encountered in implementing differentiated instruction. Data were collected with the use of multi-methods approach, utilizing a whole-school survey and focus group interviews with teachers. Future curriculum development and teacher development will be discussed, as followed by research implications.

Authors

• Sally Wai-Yan Wan, The Chinese University of Hong Kong

• Alice Hoi-Yan Hui, The Chinese University of Hong Kong

• Rita Hau-Kwan Lau, Chinese University of Hong Kong

• Coby Ka-Yau Wu, The Chinese University of Hong Kong

• Thomas Wing-Ki Lee, The Chinese University of Hong Kong

• Kelvin Shing-Pan Chong, The Chinese University of Hong Kong

• Lik-Chun Leo Wong, The Chinese University of Hong Kong

• Ylena Yan Wong, The Chinese University of Hong Kong

• Fergus Tsz-Hin Cheung, The Chinese University of Hong Kong

• David Chong-Kwai Yeung, Chinese University of Hong Kong

• Donix Kwan-Ho Chan, The Chinese University of Hong Kong