Academic Articles
2024
Porta, T., Todd, N. & Gaunt, L. (2024 In press). Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction. British Educational Research Journal.
2023
Porta, T. & Todd, N. (2023) The impact of labelling students with learning difficulties on teacher self-efficacy in differentiated instruction. Journal of Research in Special Educational Needs, 00, 1–15. Available from: https://doi.org/10.1111/1471-3802.12619
Porta, Tom. 2023. Differentiated instruction for students with learning difficulties in senior-secondary Australian schools: an inquiry of teacher attitudes and self-efficacy. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/x7949
2022
Porta, T., & Todd, N. (2022). Differentiated instruction within senior secondary curriculum frameworks: A small-scale study of teacher views from an independent South Australian school. The Curriculum Journal, 33, 570–586. https://doi.org/10.1002/curj.157
Todd, N., Gaunt, L., & Porta, T. (2022). Terminology and Provision for Students with Learning Difficulties: An Examination of Australian State Government Education Department Websites. Australian Journal of Teacher Education, 47(7). https://doi.org/10.14221/ajte.2022v47n7.2
Porta, T., Todd, N. and Gaunt, L. (2022), ‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self-efficacy and attitudes towards implementation of differentiated instruction. J Res Spec Educ Needs, 22: 297-305. https://doi.org/10.1111/1471-3802.12568
Publications
2024
Doing the dance of differentiation - Amba Press (In development: Book)
2021
Porta, T & Panayi-Motus, A. (2021). Business Innovation 1st Edition. Essentials Education
