MIDDLE SCHOOL TEACHERS’ PERCEPTIONS AND PRACTICES OF DIFFERENTIATED INSTRUCTION UNDER QUARANTINE CONDITIONS: A CASE STUDY IN A SCHOOL FOR GIFTED CHILDREN IN EASTERN KAZAKHSTAN

Alimgaziyeva, Saltanat

dc.contributor.author	Alimgaziyeva, Saltanat
dc.date.accessioned	2021-07-29T14:35:24Z
dc.date.available	2021-07-29T14:35:24Z
dc.date.issued	2021-05
dc.identifier.citation	Alimgaziyeva, Saltanat (2021) Middle School Teachers’ Perceptions and Practices of Differentiated Instruction under Quarantine Conditions: A Case Study in a School for Gifted Children in Eastern Kazakhstan. Nazarbayev University Graduate School of Education.	en_US
dc.identifier.uri	http://nur.nu.edu.kz/handle/123456789/5621
dc.description.abstract	The purpose of the current research was to explore middle school teachers’ perceptions and practices of differentiated instruction under quarantine conditions at a school for gifted students in Eastern Kazakhstan. A qualitative case study was conducted in order to gather in-depth data in a particular setting. Five teachers were recruited according to purposeful sampling and were interviewed online via the TEAMS platform.юю	en_US
dc.language.iso	en	en_US
dc.publisher	Nazarbayev University Graduate School of Education	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 3.0 United States	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/3.0/us/	*
dc.subject	Open access	en_US
dc.subject	Middle School Teachers	en_US
dc.title	MIDDLE SCHOOL TEACHERS’ PERCEPTIONS AND PRACTICES OF DIFFERENTIATED INSTRUCTION UNDER QUARANTINE CONDITIONS: A CASE STUDY IN A SCHOOL FOR GIFTED CHILDREN IN EASTERN KAZAKHSTAN	en_US
dc.type	Master's thesis	en_US
workflow.import.source	science