Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders

Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilitators and barriers to the implementation and uptake of the framework. Interviews revealed five themes: a) DI continuum, b) differentiated professional learning supports, c) making space for shared professional learning, d) align/integrate/embed, and e) multi-level leadership. Our findings reflect a strong belief system of most of the participants with respect to the foundations of DI as well as an understanding of effective approaches to professional learning and school change.&nbsp

Exploring Public Perception of Mindfulness in Canadian Schools: A News Media Content Analysis

Mindfulness practices have been increasingly adopted in schools across Canada and beyond. While previous literature has explored a range of purposes for mindfulness little is yet known about the ways in which it is understood by broad communities. News media serves as a key source of public discourse on topics like mindfulness in education that can reflect and influence public understanding and actions. This study explores the depiction of mindfulness within schools as it existed in Canadian news media between 2014 and 2019. The Canadian Major Dailies Proquest database was searched using the terms ‘mindfulness’ and ‘education OR school’. After an initial scan of 719 articles, 69 were retained. Deductive content analyses were conducted; themes included emotional, cognitive, social, and physical effects of mindfulness practices in schools. Divergent narratives were noted, reflecting a need for greater coherence and a shared rationale supporting the use of mindfulness practices in schools.