Role of School Leaders in Facilitating Differentiated Instructions against Standardized Curriculum: A Case Study of Primary Grades
Journal Title: SPRY CONTEMPORARY EDUCATIONAL PRACTICES - Year 2022, Vol 1, Issue 2
Abstract
Background: In general, the studies conducted in differentiated practices have covered special needs and diversity in the classroom as well as gender differences. Different strategies for differentiated instructions are available, but there is not much evidence showing differentiated instructions supported by School Leaders against the Standardized curriculum, especially in the Asian region, through the lens of educational leaders. Public and private schools have students from different backgrounds and learning abilities. Therefore, the teachers are expected to use different levels of instruction for them; however, what role leaders play in facilitating the diverse needs of learners is still needed to explore in the context of Pakistan. Methodology: The purpose of this research is to explore the perception and practices of School Leaders regarding differentiated instructions at the primary level. A qualitative research approach has been adopted, and semi-structured interviews were designed for data collection. Findings: The study has highlighted the challenges and concerns faced by School Leaders in guiding teachers to tailor classroom instructions in order to meet the individuals' needs with reference to the differentiated instructions while implementing a standardized curriculum. The study found that emphasizing the role of teachers' professional development in implementing the concept of differentiated instructions within the classrooms is to be understood and implemented. Moreover, educational leaders have been recommended to must add professional development to their major preferences when training and assigning new tutors to their institutions. Conclusion: The school leaders should offer a differentiated instruction setting to the teachers as well in order to meet their diverse requirements, as teachers can also be diverse learners who demand distinct tactics and styles to get trained.
Authors and Affiliations
Prof. Dr. Bilqees Memon
Keywords
Related Articles
- EP ID EP720935
- DOI -
- Views 73
- Downloads 0
Drawbacks of E-Learning for the Toddlers and their Possible Solutions: A Detailed Study
E-learning in the twenty-first century has transformed the way education for toddlers is perceived. The use of electronic gadgets, including mobiles, tablets and computers, is fast changing the landscape of education and...
Experiential Learning Practices in ECE: Perceptions and Practices
Background: Experiential learning is useful for helping people discover and make changes to their abilities, attitudes, and behaviours that will improve their productivity. The goal of the study is to determine the effic...
Embracing the Shift: Unveiling the Benefits and Barriers of Distance Education Amidst the COVID-19 Pandemic
Aim: The present study aims to determine Pakistani teacher's perspectives on the advantages and the barriers to distance education. Method: The data collection was applied by distributing the questionnaire among the stu...
Perceptions on Implementing Single National Curriculum in Pakistan
Objective: In terms of content, curriculum, and a shared platform of evaluation, all students should have a fair and equitable chance to acquire a high-quality education. A step in the right direction is the creation of...
Technology Acceptance Model to Determine the Faculty Members’ Experiences of LMS During COVID-19
Background: This study aims to measure the differences between the attitudes Pakistan academics based on their expectations before they use the learning management system since the outbreak of the Coronavirus pandemic an...