Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2020-12-01
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| Series: | ECNU Review of Education |
| Online Access: | https://doi.org/10.1177/2096531120969988 |