Research Trend in the Practice of Differentiated Instruction

Mohd Hasrul Kamarulzaman*, Hazita Azman and Azizah Mohd Zahidi
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Mohd Hasrul Kamarulzaman*: Pusat PERMATApintar Negara, Universiti Kebangsaan Malaysia (UKM), 43650 Bangi, Selangor, Malaysia
Hazita Azman: Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia (UKM), 43650 Bangi, Selangor, Malaysia
Azizah Mohd Zahidi: Pusat PERMATApintar Negara, Universiti Kebangsaan Malaysia (UKM), 43650 Bangi, Selangor, Malaysia

The Journal of Social Sciences Research, 2018, vol. 4, issue 12, 648-668

Abstract: The influence of diversity in education has affected the shift in pedagogical practice, moving from the traditional teacher-centered classroom to student-based teaching approach. Such teaching approach that has received extensive review from educators as well as researchers is differentiated instruction. Differentiated instruction has been practiced in numerous contexts with different types of students around the globe, in various academic subjects such as languages, mathematics, and sciences. Simultaneously, researchers, and practitioners alike, have indicated growing interest in conducting studies in the practice of differentiated instruction. These studies contributed to the expansion of the use of differentiated instruction in teaching and learning as well as in the improvement of its practice and students’ learning outcomes. This paper therefore discusses the current trend, or perspectives, of the researches in the practice of differentiated instruction, highlighting the research contexts, objectives, methods, and findings.

Keywords: Differentiated instruction; Pedagogy. (search for similar items in EconPapers)
Date: 2018
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