Conceptual Dimensions of Pedagogical Differentiation in School Education

Eurydice-Maria Kanellopoulou, Maria DARRA


The purpose of this paper is to analyze the conceptual content of pedagogical differentiation in school education, as it emerges from the descriptions and discussion of authors, researchers and experts through content analysis of 22 publications in the Greek and international literature in various scientific texts, books, journal articles and conferences. From the analysis that was performed, twelve dimensions or otherwise characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence and were included in four broad categories that are: a. “processes”, b. “context”, c. “the learning outcomes” and d. “assessment”. The results of the research show that in secondary education the dimension with the highest frequency is the modification of the supportive learning context, followed by meeting the needs of the students and the continuous improvement of the learning for all students. From the publications studied on pedagogical differentiation, which referred to primary and secondary education together, it appears that the most frequent dimensions are the modification of the supportive learning context and meeting the needs of the students. Dimensions with the lowest frequency of occurrence in secondary education include the possibility of learning option / multiple options, the development of procedural knowledge skills and continuous assessment, while in the publications for primary and secondary education together, the dimensions of development of life skills and continuous assessment were not identified.

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