Issue 3/2022, 114. Volume Page 263–279
Differentiated Instruction in Distance Learning
A Quantitative Study on the Frequency of the Implementation of Inclusive Practices and Supportive Predictors
Shortlink: https://www.waxmann.com/artikelART105022
.doi: https://doi.org/10.31244/dds.2022.03.03
Abstract
Teachers must ensure education for all students by using inclusive practices. The study’s results reveal that teachers used fewer inclusive practices in the COVID-19-related distance teaching compared to pre-pandemic classroom learning and indicate that the most frequently used measures were those from the category open education and the use of tiered assignments. Moreover, teachers’ inclusive practice can be predicted by factors such as age, the learning setting, collaboration, the value teachers see in using DI, and their self-efficacy.
Keywords
diff erentiation, inclusion, individualization, distance learning, pandemic, instruction, quantitative research
APA citation
Letzel, V. & Pozas M. (2022). Differenzierung im digital durchgeführten Distanzunterricht: Eine quantitative Studie zu Implementationshäufigkeit und Prädiktoren von inklusiven Unterrichtsmaßnahmen. DDS – Die Deutsche Schule, 114(3), 263-279. https://doi.org/10.31244/dds.2022.03.03
