0000000000498637
AUTHOR
Desalegn Zerai
showing 2 related works from this author
The meanings of differentiated instruction in the narratives of Eritrean teachers
2021
The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis sh…
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
2023
This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the functions these strategies served in classroom interactions. The research data consisted of videotaped recordings (N = 11 videotaped lessons) of classroom interactions in eight mathematics and science classrooms, which were analysed through interaction analysis. The findings showed that Eritrean teachers utilised the following five question modification strategies either independently or in combination: repetition; rephrasing; clarification; decomposition; and code-switchin…