The perception and practice of differentiated instruction for students and faculty members in an ethnic minority university international Chinese education program in China
Zhang, Runfan
Loading…
Permalink
https://hdl.handle.net/2142/124499
Description
Title
The perception and practice of differentiated instruction for students and faculty members in an ethnic minority university international Chinese education program in China
Author(s)
Zhang, Runfan
Issue Date
2024-04-02
Director of Research (if dissertation) or Advisor (if thesis)
Kalantzis, Mary
Doctoral Committee Chair(s)
Cope, William
Committee Member(s)
Li, Jessica
You, Yu-ling
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Differentiated Instruction
Perceptions And Practices
Higher Education
Language
eng
Abstract
This study explores the relationship between degree programs (doctorate, master, and bachelor) and perceptions and practices of Differentiated Instruction for Chinese students and faculty members in an ethnic minority university international Chinese education school in China. The study aims to investigate how Differentiated Instruction is perceived and practiced differently by students and faculty members in different levels of degree programs, and how the perspectives and practices of differentiated instruction of students and faculty members from the different degree programs are similar or different. A sequential exploratory mixed methods case study was conducted, starting with semi-structured interviews, followed by surveys. The data were triangulated with existing literature to provide insights into the potential benefits and challenges of Differentiated Instruction in different higher education contexts in China. The study aims to contribute to the field of education by exploring learner characteristics and strategies that support differentiation and aims to conclude with recommendations for Differentiated Instruction in higher education in China.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
