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Teacher’s Perspectives: Differentiation Techniques used within mixed-ability English classes at Junior Cycle and their effectiveness
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Dissertation
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2024-06
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Abstract
This single case study explored what differentiation techniques English teachers, in two post-primary schools in north-west Ireland, use in mixed-ability Junior Cycle classes and
which are the most effective from teachers’ perspectives. Using a mixed methods approach data was collected through an online survey and semi-structured interviews. Teachers were
questioned about the challenges of implementing differentiation techniques within their English classes, in addition to how well-resourced and prepared they think they are to use
differentiation techniques within their classes. The findings indicate that while confidence levels when implementing differentiation techniques in English classes are high, teachers
face many different challenges on a day-to-day basis in their implementation and feel they could benefit with more specific training, extra resources, and collaboration with colleagues.
The study concludes with recommendations on how schools can give English teachers continuous, targeted professional development as well as regular time for collaborative
planning so they may create differentiated activities and lessons and share resources.
Keywords
post-primary school, mixed methods, English classes