The Profiles of Chinese Secondary School Teachers' Beliefs and Practices of Differentiated Instruction

• In Event: Examining China's Contemporary Education Policies and Practices

Abstract

In today’s education, catering students from diverse socio-cultural backgrounds and varied academic readiness and interest now become a key concern globally. While traditional “one-size-fit-all” teaching approach is challenged, Differentiated Instruction (DI) is considered an effective way to meet diverse learners’ need. This study adopted a person-centered approach using hierarchical cluster analysis and k-means cluster analysis to distinguish profiles of teachers in their belief and practice of DI. A total of 218 secondary school teachers in Hong Kong were invited to fill in an adapted version of Coubergs et al.’s DI-Quest (2017), C-DI-Quest (Author, 2022). A 3-cluster solution was found and between-cluster differences using ANOVA and Chi-square tests of independence were performed. Interpretation of results are discussed.

Authors

• Chun-Yin Leung, Chinese University of Hong Kong
  Presenting Author

• Suet Ying Yuen, The Chinese University of Hong Kong
  Presenting Author

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