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Illinois high school teachers' under...

Kendrick-Weikle, Kristen.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Illinois high school teachers' understanding and use of differentiated instruction./
Author:	Kendrick-Weikle, Kristen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-01, Section: A.
Contained By:	Dissertations Abstracts International77-01A.
Subject:	Instructional Design. -
Online resource:	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.
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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.
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