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Research Article

Using collaborative action research to enhance differentiated instruction

Nicky DulferMelbourne Graduate School of Education, University of Melbourne, Melbourne, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7758-9306View further author information
ORCID Icon,
Jeana KriewaldtMelbourne Graduate School of Education, University of Melbourne, Melbourne, AustraliaORCID Iconhttps://orcid.org/0000-0002-9991-5504View further author information
ORCID Icon &
Amy McKernanMelbourne Graduate School of Education, University of Melbourne, Melbourne, AustraliaORCID Iconhttps://orcid.org/0000-0003-2776-9082View further author information
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Received 11 Dec 2020, Accepted 09 Oct 2021, Published online: 22 Oct 2021

Citations (5)

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Read on this site (2)

Boukje Compen, Daniëlle Verstegen, Isabelle Maussen, Cindy Hülsman & Diana Dolmans. (2024) Good practices for differentiated instruction in vocational education: the combined perspectives of educational researchers and teachers. International Journal of Inclusive Education 0:0, pages 1-18.
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Amelie D. Smucker. (2022) Exploring the growth of inclusive curriculum: a systematic review of scholar and practitioner perspectives. International Journal of Inclusive Education 0:0, pages 1-15.
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Articles from other publishers (3)

Florence Croguennec. (2023) Résolution de situations-problèmes au primaire : un défi de différenciation pédagogique et de didactiqueProblem-solving in primary schools: A challenge for pedagogical differentiation and didacticsResolución de situaciones-problema en primaria: un desafío de diferenciación pedagógica y de didáctica. Revue des sciences de l'éducation 49:1.
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Tom Porta & Nicole Todd. (2022) Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school. The Curriculum Journal 33:4, pages 570-586.
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Haiyan Zhang, Cunxin Han, Hongyan Ma & Liusheng Wang. (2022) The quality enhancement of action research on primary school English instruction in Chinese rural areas: An analysis based on multimodality. Frontiers in Psychology 13.
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