Exploratory Study of Perceptions of Differentiated Instruction: From Hong Kong Elementary School Teachers' Perspectives

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-4 - A Collection of Posters Exploring Learning Environments

Abstract

Hong Kong curriculum reforms put emphasis on catering for individual differences (CDC, 2002). This paper aims to explore these aspects by reporting on the preliminary findings of a multi-method study, with the use of open-ended comments in a survey and focus group interviews, in two elementary schools in Hong Kong. Preliminary analysis indicates teachers regarded differentiation as teaching students to learn according to their abilities. There existed divergent meanings of differentiation as perceived by teachers. Teachers perceived their difficulties including big gap between more able and less able students, lack of time, students’ problems, workload, insufficient teaching skills and family support that obstacle their implementation of differentiated instruction. Insights into specific areas of concern were identified and discussed.

Authors

• Lik-Chun Leo Wong, 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

• Ylena Yan Wong, The Chinese University of Hong Kong

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