Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

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Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles (2020, methodology): “Current research about the use and implementation of DI is often qualitative oriented and from the perspective of the students (e.g. Valiandes 2015; Beecher and Sweeny 2008) with little information about explaining the differences between the adoption of DI practise.”
Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, result): “Valiandes (2015), for example found that students in classrooms where teachers implemented DI performed better compared to those students who did not receive DI.”