Visser, John (1946-) (1998)
Ph.D. thesis, University of Birmingham.
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The term differentiation has been widely used within education. This study makes use of the author's professional experience and a literature review to present a model of differentiation in practice; it seeks to suggest ways in which teachers' skills can be enhanced.
The study aims to give an understanding of how teachers differentiate; what that say they do; and what can be described as good practice.
Together with the wide ranging review of the literature, it draws upon field research, interviews, questionnaires, an analysis of OfSTED inspection reports and the author's experiences of running staff development courses on differentiation. It also includes work published by the author.
The study is an original presentation of a comprehensive review about differentiation from the perspectives of the literature and serving teachers and contributes to the debate upon the methodological approaches to the study of the development of teaching skills.
Conclusions are offered based upon an analysis and a discussion of these sources.
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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