The relationship between instructional differentiation, student diversity and academic-engagement: a pilot observation study

Issues underlying this PhD study involved concerns regarding literacy development, student diversity, instructional differentiation, methods used to observe teaching and learning practices and academic-engagement1 (Conway, Arthur-Kelly & Pascoe, 2004; Luke, Freebody, & Land, 2000). Even though there has been a focus on literacy in New South Wales (NSW) education, many students still fail to acquire basic literacy skills (Brent, Gough & Robinson, 2001; Masters & Forster, 1997; NSW Department of Education & Training, 1997; Rohl & Milton, 2002).