Hong Kong Primary and Secondary School Teachers' Perception of Differentiated Instruction (Poster 4)

• In Event: Intersectionality Matters: Educational Perspectives, Paradigms, and Possibilities

Abstract

Focusing on catering learners’ differences, differentiated instruction (DI) plays a significant role in promoting equity of opportunity in the educational context. Yet little and inconsistent results were found that compared the implementation of DI between school levels. This explorative study is aimed at examining the differences of Hong Kong primary school teachers and secondary schools teachers in their perception to DI. A total of 183 primary school teachers and 222 secondary school teachers were invited to fill in a DI questionnaire adapted from Coubergs et al. (2017)’s DI-Quest. Multivariate analysis of covariance, bivariate correlation analysis and hierarchical regression analysis were performed to identify differences on DI variables. Interpretation of results are discussed.

Authors

• Chun-Yin Leung, Chinese University of Hong Kong

• Suet Ying Yuen, The Chinese University of Hong Kong

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