University of Illinois at Urbana-Champaign
The perception and practice of differentiated instruction for students and faculty members in an ethnic minority university international Chinese education program in China
Abstract
dc:descriptionThis 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.
Degree
thesis:*- Name thesis:degree_name
- Ed.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Educ Policy, Orgzn & Leadrshp
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2024
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Zhang, Runfan
- Contributors dc:contributor
-
- Kalantzis, Mary
- Cope, William
- Li, Jessica
- You, Yu-ling
Subjects
dc:subject × 3Rights
dc:rights- Statement dc:rights
-
- Copyright 2024 Runfan Zhang
- Language dc:language
- en, eng
Identifiers
dc:identifier.*- Handle dc:identifier
- https://hdl.handle.net/2142/124499