Desalegn Zerai

2 Publications in AERD

Author Publications

The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms

By Desalegn Zerai

This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the functions these strategies served in classroom interactions. The research data consisted of videotaped recordings (N = 11 videotaped lessons) of classroom interactions in eight mathematics and science classrooms, which were analysed through interaction analysis. The findings showed that Eritrean teachers utilised the following five question modification strategies either independently or in combination: repetition; rephrasing; clarification; decomposition; and code-switching. Although repetition was the most commonly used strategy, it was not found to help teachers to differentiate their instruction. Likewise, the utilisation of rephrasing was dependent on how effectively teachers captured students’ misunderstandings and modified their questions accordingly. Instead, clarification, decomposition, and code-switching were found to be the most highly developed question modification strategies from the viewpoint of differentiation. It was concluded that the question modification strategies were dominant and workable elements of classroom interactions in teacher-led and poorly-resourced large classrooms, such as those in Eritrea. © 2023 by the authors.

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The meanings of differentiated instruction in the narratives of Eritrean teachers

By Desalegn Zerai

The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers’ positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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