Teachers’ perceptions of instructional differentiation to cater for student diversity: a pilot survey study

Underpinning the rationale for this PhD study are issues regarding literacy concerns, student diversity, instructional differentiation and academic-engagement (Conway, Arthur-Kelly & Pascoe, 2004). Recent initiatives in New South Wales (NSW) primary schools have involved a focus on literacy instruction and outcomes-based learning (NSW Board of Studies, 1998; NSW Department of Education & Training, 1997). However, Australian surveys suggest up to 16% of students still have literacy problems and many students fail to learn to read by the time they leave school (Brent, Gough & Robinson, 2001; Cambourne, 2000; Masters & Forster, 1997; Prior, 1999; Rohl & Milton, 2002).