About
20
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Introduction
Tom is an Early Career Researcher in Inclusive Education and differentiated instruction. Tom's research focuses mainly on differentiated instruction in senior-secondary schooling and teacher attitudes and self-efficacy towards DI implementation. Tom has taught in secondary settings for over 10 years, and 3 years in tertiary settings - working for a range of universities across Australia. Tom submitted his PhD for examination in December 2022.
Current institution
Additional affiliations
January 2022 - January 2024
June 2023 - January 2024
January 2022 - present
Education
February 2023 - January 2025
June 2019 - March 2023
Publications
Publications (20)
There is a paucity of research around Differentiated Instruction (DI) in Australian senior secondary education even though this approach has been shown to have the potential to cater for diverse learning needs in inclusive classrooms in other school contexts. Investigating how DI is understood and implemented by teachers in a senior secondary conte...
This book offers a comprehensive exploration of the theoretical underpinnings and practical implications of differentiated instruction. By fostering a deeper understanding of the factors influencing the effective implementation of differentiation practices, the book seeks to empower educators to create inclusive learning environments that cater to...
This chapter presents the framework for DI laid out in a seminal work by Carol (Tomlinson, 2014). I argue that although Tomlinson’s framework offers clarity and utility for the classroom teacher, certain gaps warrant attention. I provide a comprehensive definition of DI, clarifying its essence and dispelling misconceptions that could hinder its eff...
This chapter asserts the importance of practical experience for self-efficacy for DI. I assert that although a theoretical understanding lays a foundation, strengthening teachers’ self-efficacy for DI requires practical engagement, such as observations of colleagues, engagement in collegial discourse and the receipt of support. Although they had a...
This chapter presents results for the conceptual and political dilemmas teachers face in DI implementation. I outline the pivotal role of school communities, leaders, teachers and policy in fostering a shared commitment to and responsibility for understanding DI and implementing it effectively. Responding to the conceptual and political dilemmas, I...
This chapter explores inclusive education (IE), examining its definition and principles and the theoretical frameworks that support its implementation. Acknowledging the diversity of student populations, I address challenges and barriers to inclusion, particularly in the Australian context. I discuss the momentum of IE, reflecting on the forms it h...
This chapter offers a framework for strengthening teachers’ self-efficacy for DI, addressing DI at the school, teacher and classroom level. I identify key elements that teachers can use for differentiation and describe the interplay between self-efficacy and effective DI practices. The approach outlined in this chapter facilitates a greater underst...
The education sector in Australia is in crisis, struggling to retain teachers in the profession, with dealing with challenging and complex behaviour a major concern for new teachers. Previous research has shown that Functional Behaviour Assessment (FBA) can assist teachers in managing complex and challenging behaviours in the classroom, however, FB...
Teachers in Australia have the professional responsibility to differentiate teaching to meet the needs of students across the full range of abilities. However, it is often reported that there is a need for greater definitional clarity of the term differentiation to support teachers' understanding and implementation. In this article, we examine diff...
Classrooms worldwide are becoming increasingly diverse. The term ‘diversity’ is contextual and often ambiguous. At a foundational level, ‘diversity’ is a descriptive term that refers to individual differences and needs (Forghani-Arani et al., 2019). The type of individual differences varies to include the following dimensions “migration, ethnic gro...
Dive into the intricacies of differentiation with this handbook designed for primary and secondary school educators. With candid reflections on the challenges and triumphs of implementing differentiation, the author shares invaluable insights and practical strategies to make inclusive education a reality in your classroom. From debunking myths to e...
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There...
Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior-secondary schools in Australia. This research formed part of a larger study, wh...
An aim of the Australian Mathematics Curriculum is for students to be “confident, proficient
and effective users and communicators of mathematics” (Australian Curriculum, Assessment and
Reporting Authority (ACARA), 2022, Aim). One crucial aspect of communication in mathematics
is the ability to articulate ideas, strategies, and solutions. This requ...
Differentiated instruction (DI), a framework that promotes inclusive education, is a praxis for effective teaching that has shown promise in increasing the educational outcomes for students, particularly with learning difficulties. While DI is promoted as a practice for all students, little is known about DI application for students with learning d...
Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable pr...
Differentiated Instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research however into the implementation of this approach in the senior secondary classroom. Teachers’ implementation of Differentiated Instruction has been shown to be li...
