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A Qualitative Investigation of Teach...

Haneefa, Manar.

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A Qualitative Investigation of Teachers? Experiences in Implementing Differentiated Instruction Based on the Common Core State Standards (CCSS) for Elementary Gifted Learners in the Heterogeneous Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Investigation of Teachers? Experiences in Implementing Differentiated Instruction Based on the Common Core State Standards (CCSS) for Elementary Gifted Learners in the Heterogeneous Classroom./
Author:	Haneefa, Manar.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	255 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Elementary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28079030
ISBN:	9798662462496

A Qualitative Investigation of Teachers? Experiences in Implementing Differentiated Instruction Based on the Common Core State Standards (CCSS) for Elementary Gifted Learners in the Heterogeneous Classroom.
Haneefa, Manar.

A Qualitative Investigation of Teachers? Experiences in Implementing Differentiated Instruction Based on the Common Core State Standards (CCSS) for Elementary Gifted Learners in the Heterogeneous Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 255 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--Kent State University, 2020.

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

The purpose of this study was to examine how general education elementary teachers understand differentiated instruction in terms of meeting the academic needs of gifted learners. In addition, this study investigated how these teachers in heterogeneous classrooms differentiated instruction for gifted students based on the current Common Core State Standards (CCSS). Multiple data collection methods were utilized, including three semi-structured interviews with each of the four teacher participants, 12 classroom observations per participant, and document analysis of the researcher's reflective journal and observation notes regarding learning activities. The findings revealed that differentiated instruction can allow teachers to meet students in the students' own Zone of Proximal Development and simultaneously to challenge and support gifted learners in general education heterogeneous classrooms. In addition, the findings revealed that the participants' implementation of differentiated instruction based on the CCSS was limited due to state test requirements. All three language art participants used differentiation with the same-grade CCSS for gifted learners in the general education classroom; in comparison, the math participant used differentiation with above-grade CCSS for gifted learners in the general education heterogeneous classroom. All the participants used the same two differentiation strategies: flexible grouping and independent tasks. These strategies enabled the participants to differentiate instruction based on the CCSS for gifted learners in a general education classroom.This study also addressed the need for increased opportunities for collaboration and discussion among general education classroom teachers. Such opportunities, as well as ongoing professional development, would help improve teachers' practice in differentiation for gifted students in regards to the CCSS. This study also demonstrated that ongoing, daily differentiation should be utilized to address ZPDs through lesson planning. In addition, this study brings up the need for future studies to address how the delivery of differentiation relating to the CCSS affects student learning and performance.

ISBN: 9798662462496Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Heterogeneous classrooms

A Qualitative Investigation of Teachers? Experiences in Implementing Differentiated Instruction Based on the Common Core State Standards (CCSS) for Elementary Gifted Learners in the Heterogeneous Classroom.
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