The design-based research methodology has been gaining significance, in recent years, in the field of educational research. Several authors have pointed out the potential of this methodology to support the development of research processes with strong practical applicability. Its iterative nature allows researchers to organize their studies into iterative research cycles that allow them to improve products, processes, and test new resources and educational approaches. This study aimed to develop knowledge about how this methodology has been used in K-12 educational settings and in initial and continuing teacher education. Thus, a systematic literature review was carried out based on 163 selected papers, published between 2013 and 2020 and gathered from SCOPUS and ISI Web of Science Databases. The results highlighted the characterization data of DBR studies, the research contexts and settings, the DBR approaches, and the contribution for the educational field.

This article describes context-based professional development (PD) for cultural diversity in a Portuguese school cluster, and discusses how it supports change for justice and equity. Teachers felt the importance of PD and showed willingness and interest to learn. Several teacher learning opportunities were mapped out such as formal workshops, starting small collaborations and teachers’ self-directed informal learning activities. Yet, a rather fragmented character of PD seemed to emerge in terms of content on cultural diversity and forms of learning. Conflicting agendas, scattered teacher collaboration and commitment, and little student and community involvement in planned PD were found. Furthermore, there seemed to be tensions between current PD and teachers’ needs and circumstances; teachers wished for more specific information and pedagogical solutions, more collaboration and more organisational support in PD. Applying a critical multicultural perspective, it is discussed that although the current constellation of PD is a potential start, it might still contribute to teachers’ conceptual confusion and pedagogical insecurities on the field of cultural diversity. It is suggested that criticality towards PD frames is needed to re-centre cultural diversity on the premises of justice, as well as teacher support, and conscious learning with and from students, families and communities.

Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

The purpose of the study was to explored instructors’ knowledge, attitude and practice of differentiated instruction in the case of the College of Education and Behavioral Sciences of Bahir Dar University, Ethiopia. The study employed a qualitative research approach with case study design. The participants were the dean, department heads and instructors of the College of Education and Behavioral Sciences, Bahir Dar University. They were purposively selected on the basis of teaching experience and experience outside Ethiopia. Interview and FGD were used to collect data in this study. The data received were analyzed and interpreted through narration using data-driven categories formed within the scope of the three themes, i.e., instructors’ knowledge, attitude and practice of DI. The results of the analysis showed that instructors had a positive attitude towards DI. But, they showed a moderate level of knowledge of DI and it was not properly practiced yet as expected for a number of reasons disclosed in the report. It was then concluded that the prevailing practice of DI was poor. In addition to this, the trend of using the lecture method and assessing students based on paper and pencil tests were emphasized at the College. To overcome this, it was suggested that the current mode of teaching which focused on the traditional lecture method should be minimized and complemented with the implementation of other indirect instructional strategies. It was further noted that the traditional paper-pencil assessments should be either supplemented or complemented with other authentic assessment techniques like portfolio evaluation, performance and product assessments.