Pedagogical Differentiation in Primary Education: Conceptual Determinants and Definitions

  •  Eurydice-Maria Kanellopoulou    
  •  Maria Darra    


The purpose of this paper is, through content analysis of 30 publications in the Greek and international literature in scientific texts, books, journal articles and conferences to analyze the conceptual content of pedagogical differentiation in primary education as it emerges from the descriptions and discussion of authors, researchers and experts. From the analysis, twelve dimensions or characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence in four broad categories. These are: a. “processes”, b. “context”, c. the “learning outcomes” and d. “assessment”. The results of the research show that in primary education the dimension with the highest frequency is the modification of the supportive learning context, followed by the order of frequency of meeting the needs of the students and student-centered teaching and learning. Furthermore, the dimensions with the lowest frequency of occurrence include the possibility of learning option/multiple options, the development of procedural knowledge skills, and finally, the lowest is the continuous assessment.

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