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dc.contributor.advisorKillie, Kristin
dc.contributor.advisorSamuelsen, Christian
dc.contributor.authorGranås, Kristian
dc.date.accessioned2019-07-03T14:29:35Z
dc.date.available2019-07-03T14:29:35Z
dc.date.issued2019-05-14
dc.description.abstractIn this thesis I have investigated the following research question: How and to what extent do a selection of English teachers differentiate their instruction according to their students’ needs, and which factors affect their ability to do so? This study investigates how a sample of English teachers differentiate instruction through content, product, process, and affect/environment according to the students’ readiness, interests and learning profile. Further, the study explores the different factors that affect the teachers’ ability to differentiate instruction. To answer my research question, I have collected data using a qualitative approach where I conducted interviews with three English teachers. The data were analysed according to Tomlinson’s (2017) framework for differentiated instruction, which illustrates differentiated instruction as differentiation of content, process, product, and affect/environment according to the students’ readiness, interests, and learning profile. My findings indicate that the participants differentiate to some extent, mostly through content and process. Moreover, the findings show that all participants emphasise the importance of differentiating instruction according to the students’ needs. Apparently, the factors that affect the participants’ ability to differentiate instruction are aspects of their own working conditions, competence concerning how to differentiate instruction, the students’ knowledge gap, and limited resources.en_US
dc.identifier.urihttps://hdl.handle.net/10037/15669
dc.language.isoengen_US
dc.publisherUiT Norges arktiske universiteten_US
dc.publisherUiT The Arctic University of Norwayen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2019 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subject.courseIDLRU-3902
dc.subjectEnglishen_US
dc.subjectDifferentiated Instructionen_US
dc.subjectSecond Languageen_US
dc.subjectDifferentiationen_US
dc.subjectTeachers' approaches to differentiated instructionen_US
dc.subjectVDP::Social science: 200::Education: 280::Subject didactics: 283en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.titleDifferentiated Instruction in the English Subject. A qualitative study of teachers’ approaches to differentiated instruction and the factors that affect their ability to differentiateen_US
dc.typeMaster thesisen_US
dc.typeMastergradsoppgaveen_US


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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
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