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Title: | Analyzing differentiated instructions in inclusive education of gifted preschoolers | ||||||||||
Author: | Machů, Eva | ||||||||||
Document type: | Conference paper (English) | ||||||||||
Source document: | 5th International Conference on Education & Educational Psychology (ICEEPSY). 2015, vol. 171, p. 1147-1155 | ||||||||||
ISSN: | 1877-0428 (Sherpa/RoMEO, JCR) | ||||||||||
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DOI: | https://doi.org/10.1016/j.sbspro.2015.01.224 | ||||||||||
Abstract: | The article presents the findings of the research probe, whose aim was to explore the level of application of differentiated instructions in inclusive education of gifted pre-schoolers, declared by kindergarten teachers in the questionnaire. The main finding of the study was the fact that teachers with teaching practice longer than 10 years, those teaching at age-heterogeneous groups, and teachers trained at this issue on purpose, show higher level of application of differentiated instructions. On the other hand, number of pupils in a class does not influence the level of differentiated instructions. (C) 2015 The Authors. Published by Elsevier Ltd. | ||||||||||
Full text: | https://www.sciencedirect.com/science/article/pii/S1877042815002542 | ||||||||||
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