Teachers’ Beliefs as the Differentiated Instruction Starting Point: Research Basis

AbstractThe purpose of the paper is to trace the impact of teachers’ beliefs towards adjusting instruction to students’ variances in readiness, interest, background and learning profile. Ready or not, teachers simply can no longer ignore the imperative status of differentiation in today's diverse classroom, now compulsory for all children. The findings of this paper are meant to build the foundation for more extensive research studies on how teachers’ beliefs towards differentiated instruction are translated into daily activities, instructional procedures and classroom interactions