The objective of the study was to find out teachers’challenges in implementing Differentiated Instruction Teaching English at Junior High School. subject this an teacher while object DI’ theory by Tomlinson. Qualitative phenomenology method and type approach chosen study. This used interview, observation, analysis documentation as instruments for collecting data. data techniques were collection...

Many young students with Swedish as their second language need support to acquire reading ability. There is a for evidence-based instruction in early education first or language. Therefore, the current study investigated whether based on Response Intervention (RTI) model focus decoding skills can promote ability among In Grades 1 and 2, 113 were followed. Applying RTI model, teachers used whole...

Drawing on convergent mixed methods research design, this study examined Junior High School (JHS) mathematics teachers’ practice of differentiated instruction and its associated challenges in Tano South district, the Ahafo Region Ghana. Simple random sampling technique was used to select 50 JHS teachers for quantitative with aid questionnaire, purposive solicit qualitative data using interview ...

This case study addressed issues of ESL mainstreaming by examining a teacher’s experiences and needs in teaching a social studies class where ESL students were mainstreamed. Extended observations, semistructured interviews, and documentary analysis served to unravel classroom dynamics, showing that the teacher modified various aspects of teaching to accommodate the needs of ESL students, which ...

Because reading comprehension is an important skill that many students struggle with, there urgent need to foster it. Few studies have investigated effective practices within a response-to-intervention design. Therefore, this study the impact of Tier 1 intervention implemented for 10 weeks on 491 fifth and sixth graders’ comprehension, strategy use, motivation by means multilevel analyses. The ...

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized cont...