A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach? University of Antwerp Hasselt University Vrije Universiteit Brussel
This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made ...