Students’ diverse learning progress exists in every classroom. This study aimed to discover what strategies can be used to deal with students’ diverse learning progress in classroom. The data gathering consisted of two structured interview and observations. Qualitative approach was utilised to analyse the data. The study reflected on the practices of addressing students’ diverse learning progress and made an action plan for improving primary school teaching. The findings from this study have the potential to enrich the teaching approaches in both primary and secondary schools.
History
Publication title
International Journal of Innovative Interdisciplinary Research
Pagination
142-150
ISSN
1839-9053
Department/School
Faculty of Education
Publisher
Australian Multicultural Interaction Institute
Place of publication
PO Box 61 Mowbray, TAS 7248 Australia
Rights statement
Copyright 2012 The Authors
Repository Status
Restricted
Socio-economic Objectives
Other education and training not elsewhere classified