dc.creator | Kaldi S., Govaris C., Filippatou D. | en |
dc.date.accessioned | 2023-01-31T08:29:23Z | |
dc.date.available | 2023-01-31T08:29:23Z | |
dc.date.issued | 2018 | |
dc.identifier | 10.1080/03057925.2017.1281101 | |
dc.identifier.issn | 03057925 | |
dc.identifier.uri | http://hdl.handle.net/11615/74168 | |
dc.description.abstract | The present study explores Greek primary school teachers’ perceptions and views on pupil diversity in the classroom environment. A large-scale survey was carried out in order to examine teachers’ perceptions about pupil diversity and to identify personal and/or educational characteristics that can influence or predict these perceptions. The outcomes of the study reveal that Greek primary school teachers view diversity as a challenge more than as a barrier in teaching and learning, they can recognise at a high level the key elements of differentiated instruction as part of managing pupil diversity in their class and hold a negative-to-neutral stance on traditional curriculum implementation practices. The most influential factors and predictors of these perceptions and views are also presented and discussed. © 2017 British Association for International and Comparative Education. | en |
dc.language.iso | en | en |
dc.source | Compare | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017125538&doi=10.1080%2f03057925.2017.1281101&partnerID=40&md5=cd08729f013634793c78a10b8ba0f53a | |
dc.subject | Routledge | en |
dc.title | Teachers’ views about pupil diversity in the primary school classroom | en |
dc.type | journalArticle | en |