{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124499"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124499","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The perception and practice of differentiated instruction for students and faculty members in an ethnic minority university international Chinese education program in China","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_has_math":false,"creators":["Zhang, Runfan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, William","Li, Jessica","You, Yu-ling"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:02Z","subjects":["Differentiated Instruction","Perceptions And Practices","Higher Education"],"languages":["en","eng"],"rights":["Copyright 2024 Runfan Zhang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124499","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, William","Li, Jessica","You, Yu-ling"]},{"key":"dc:creator","label":"Author","values":["Zhang, Runfan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-02"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Differentiated Instruction","Perceptions And Practices","Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Runfan Zhang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124499"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Runfan Zhang, accepted the attached license on 2024-03-28 at 17:56.","The student, Runfan Zhang, submitted this Dissertation for approval on 2024-03-28 at 18:42.","This Dissertation was approved for publication on 2024-04-02 at 14:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20276 on 2024-09-16 at 00:43:04","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."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The perception and practice of differentiated instruction for students and faculty members in an ethnic minority university international Chinese education program in China"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Li, Jessica","You, Yu-ling"],"dc:creator":["Zhang, Runfan"],"dc:date":["2024-05","2024-04-02"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Runfan Zhang, accepted the attached license on 2024-03-28 at 17:56.","The student, Runfan Zhang, submitted this Dissertation for approval on 2024-03-28 at 18:42.","This Dissertation was approved for publication on 2024-04-02 at 14:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20276 on 2024-09-16 at 00:43:04","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."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124499"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Runfan Zhang"],"dc:subject":["Differentiated Instruction","Perceptions And Practices","Higher Education"],"dc:title":["The perception and practice of differentiated instruction for students and faculty members in an ethnic minority university international Chinese education program in China"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}