Rewiev of researchs about differential education

The purpose of this research is to examine research trends related to differentiated instruction practices. A systematic literature review method was employed in the study. To achieve this goal, the theses and articles written in Turkish, available at the YÖK National Thesis Center and DergiPark, were included in the study group. The publication year of the studies, methodology, sample, data collection tools, data analysis techniques, subjects, definitions of differentiated instruction, strategies used in differentiated instruction and applications of other models, implementation periods of differentiated instruction, results and suggestions were analyzed using descriptive analysis. According to the analysis results, the majority of publications were made in 2019. The most preferred research designs were quantitative and mixed methods. The middle school group stood out as the primary sample; sample sizes were 31-100 and 11-30. Achievement tests, Likert-type surveys/scales, and semi-structured observation forms were predominant in data collection tools. Quantitative analysis and inferential analysis were most prevalent in data analysis. The most studied topics were achievement, skills, and attitude determination. Tomlinson's definitions were most cited in the definitions of differentiated instruction. Station, layered teaching, and centers were the most commonly used strategies among differentiated instruction strategies, with the Grid Model standing out beyond differentiated instruction strategies. Differentiated instruction practices were predominantly identified as studies lasting 4 and 5 weeks. Except for two studies, the findings and conclusions of all studies were consistent with the hypotheses, and the primary recommendation was for teachers to receive in-service training. As a result, suggestions were made for future studies in line with the findings. Keywors: Differentiated instruction, systematic literature review, descriptive content analysis