The Impact of Applying the Differentiated Education Strategy in Improving Educational Practices among Second-Cycle Teachers in Girls' Schools in the Emirate of Sharjah

Abstract

The current study aimed to identify the impact of applying the differentiated education strategy in improving educational practices among second-cycle teachers in Sharjah schools in the United Arab Emirates. The study used the descriptive approach to suit the study purposes. The study members consisted of all second-cycle teachers in Sharjah schools. The teachers were selected using a comprehensive inventory method, totaling (20) teachers. To collect the study data, the questionnaire was relied upon, the validity and reliability of which were verified. The results showed that the application of the differentiated education strategy among second-cycle teachers was high in its dimensions (lesson planning in light of educational objectives, learner-centered learning, enrichment activities, mastery of concepts and knowledge specific to the subject, and efficient learning time management). The study concluded that there is a correlation between the application of the differentiated education strategy in improving educational practices and the study dimensions, which were high In most of them, and better than before the application of the differentiated education strategy, where the axis of time management came with high efficiency as the highest point, then came the axis of mastery of concepts and knowledge specific to the subject, then came the axis of lesson planning in light of educational objectives, followed by the axis of enrichment activities and finally the axis of student-centered learning, and this indicates the impact of the strategy in education and its importance, which works to improve the outcomes of female students in education, and this is the goal we seek, and here the research added to us the importance of differentiated education in improving educational practices among teachers to a high degree.