Research Information System
International Journal of Instruction, vol.7, pp.191-206, 2014 (Scopus)
The present study tries to find out how often teachers in Istanbul employ the
methods, techniques, materials, contents and assessment instruments that are
preferred within the scope of differentiated instruction, as well as the variables that
influence their choices. The results of the research indicate that teachers more
frequently use specific practices addressing to individual differences rather than a
certain method/technique. While arranging content, teachers primarily consider
their own knowledge and interest. They prefer mostly classics assessment
instruments rather than student-centered ones and while grading, consider the
efforts and in-class participation of students rather than exam results.