How have teachers’ instructional strategies changed as a result of learning how to implement differentiated instruction in their classroom?
The following sub-questions were also formulated:
RQ1: How have teachers’ instructional strategies changed as a result of learning how to implement differentiated instruction in their classrooms?
RQ2: How well are teachers able to transfer the theory of differentiated instruction, learned through professional development training, into classroom practice?
RQ3: How comfortable are teachers with changing from their traditional instruction practices to instructional practices based on constructivist approaches to teaching and learning?
