東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Illinois high school teachers' under...

Kendrick-Weikle, Kristen.

FindBook

Google Book

Amazon

博客來

Illinois high school teachers' understanding and use of differentiated instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Illinois high school teachers' understanding and use of differentiated instruction./
作者:	Kendrick-Weikle, Kristen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	153 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-01, Section: A.
Contained By:	Dissertations Abstracts International77-01A.
標題:	Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713728
ISBN:	9781321904154

Illinois high school teachers' understanding and use of differentiated instruction.
Kendrick-Weikle, Kristen.

Illinois high school teachers' understanding and use of differentiated instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 153 p.

Source: Dissertations Abstracts International, Volume: 77-01, Section: A.

Thesis (Ed.D.)--Western Illinois University, 2015.

This item must not be sold to any third party vendors.

This study reports Illinois high school core teachers' familiarity and use of differentiated instruction. Data for the study were collected using a survey instrument developed by the researcher. The survey was administered online using Survey Monkey. A stratified random sample of thirty districts, ten districts with fewer than 1,200 students, ten districts with 1,201-3,000 students, and ten districts with more than 3,000 students were surveyed. The survey was completed by 578 teachers from thirty public school districts across Illinois. Findings show that Illinois core teachers are more familiar with traditional teaching strategies as compared to differentiated instructional strategies. Traditional teaching strategies of lecture and lecture with question and answer were the strategies teachers were most familiar with. Modeling, student-led discussion, small group work, independent projects, and rubrics were the top five differentiated instructional strategies that teachers reported being most familiar with. Small group work was the differentiated instructional strategy that teachers were most familiar with. Illinois high school core teachers also reported using traditional instructional strategies more often than differentiated instructional strategies. Findings show that Illinois high school core teachers use the following traditional instructional strategies: whole class instruction, teacher led discussion, and lecture with question and answer more than any differentiated instructional strategies. Small group work and rubrics were the top two differentiated instructional strategies used by teachers in the study. This study fills a void in the study of differentiated instruction at the secondary level. Research on high school teachers' familiarity and use of differentiated instructional strategies has been lacking. The data in this study can be used for schools to plan and provide professional development for their high school teachers. There were many other differentiated instructional strategies that Illinois core teachers reported they were not familiar with and therefore they do not use them frequently in their classrooms. Further training and support of high school teachers in differentiation will better help teachers meet the needs of their students. Additionally, this information can provide useful information to colleges and universities preparing future teachers.

ISBN: 9781321904154Subjects--Topical Terms:

3432465
Instructional Design.

Illinois high school teachers' understanding and use of differentiated instruction.
LDR:03526nmm a2200337 4500 001 2208353
005 20191010070919.5
008 201008s2015 ||||||||||||||||| ||eng d
020 $a 9781321904154
035 $a (MiAaPQ)AAI3713728
035 $a (MiAaPQ)wnill:10583
035 $a AAI3713728
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kendrick-Weikle, Kristen. $3 3435385
245 1 0 $a Illinois high school teachers' understanding and use of differentiated instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 153 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Webb, Carol E.
502 $a Thesis (Ed.D.)--Western Illinois University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This study reports Illinois high school core teachers' familiarity and use of differentiated instruction. Data for the study were collected using a survey instrument developed by the researcher. The survey was administered online using Survey Monkey. A stratified random sample of thirty districts, ten districts with fewer than 1,200 students, ten districts with 1,201-3,000 students, and ten districts with more than 3,000 students were surveyed. The survey was completed by 578 teachers from thirty public school districts across Illinois. Findings show that Illinois core teachers are more familiar with traditional teaching strategies as compared to differentiated instructional strategies. Traditional teaching strategies of lecture and lecture with question and answer were the strategies teachers were most familiar with. Modeling, student-led discussion, small group work, independent projects, and rubrics were the top five differentiated instructional strategies that teachers reported being most familiar with. Small group work was the differentiated instructional strategy that teachers were most familiar with. Illinois high school core teachers also reported using traditional instructional strategies more often than differentiated instructional strategies. Findings show that Illinois high school core teachers use the following traditional instructional strategies: whole class instruction, teacher led discussion, and lecture with question and answer more than any differentiated instructional strategies. Small group work and rubrics were the top two differentiated instructional strategies used by teachers in the study. This study fills a void in the study of differentiated instruction at the secondary level. Research on high school teachers' familiarity and use of differentiated instructional strategies has been lacking. The data in this study can be used for schools to plan and provide professional development for their high school teachers. There were many other differentiated instructional strategies that Illinois core teachers reported they were not familiar with and therefore they do not use them frequently in their classrooms. Further training and support of high school teachers in differentiation will better help teachers meet the needs of their students. Additionally, this information can provide useful information to colleges and universities preparing future teachers.
590 $a School code: 6012.
650 4 $a Instructional Design. $3 3432465
650 4 $a Teacher education. $3 3172312
650 4 $a Secondary education. $3 2122779
690 $a 0447
690 $a 0530
690 $a 0533
710 2 $a Western Illinois University. $b Educational Leadership. $3 1671873
773 0 $t Dissertations Abstracts International $g 77-01A.
790 $a 6012
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713728