Effectiveness of Differentiated Instruction Training to Enhance Teachers' Sense of Efficacy in Inclusive Schools

Objective - This study aims to determine the effect of differentiated instruction training on teachers' efficacy at inclusion schools in Jogjakarta. Methodology/Technique - The subjects in this study consist of 5 school teachers working in elementary inclusion schools in Baciro Yogyakarta. The data were collected using the Teacher Sense of Efficacy Scale (TSES), which is adapted from Woolfolk and Hoy (1993). This is an experimental study, using one group pre-test and post-test. The data is analyzed using the Wilcoxon test. Findings - The findings show that there is a significant difference in the efficacy of inclusion school teachers before and after the training is given, where the value Z = -2.023 and p = 0.0438 (p< 0.05). Novelty - This study demonstrates that differentiated instruction teacher training can improve the sense of efficacy in school teachers working in inclusion elementary schools in Baciro Jogjakarta. Type of Paper - Empirical. Keywords: Differentiated Instruction Training; Effectiveness; Teacher Efficacy; Inclusion Schools; Indonesia. JEL Classification: I21, I29.

Some model theory for almost real closed fields

We study the model theory of fields k carrying a henselian valuation with real closed residue field. We give a criteria for elementary equivalence and elementary inclusion of such fields involving the value group of a not necessarily definable valuation. This allows us to translate theories of such fields to theories of ordered abelian groups, and we study the properties of this translation. We also characterize the first-order definable convex subgroups of a given ordered abelian group and prove that the definable real valuation rings of k are in correspondence with the definable convex subgroups of the value group of a certain real valuation of k.