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Exploring Teachers' Experiences of D...

Morrison-Thomas, Novelet.

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Exploring Teachers' Experiences of Differentiated Instruction: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Teachers' Experiences of Differentiated Instruction: A Qualitative Case Study./
作者:	Morrison-Thomas, Novelet.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140347
ISBN:	9781339957661

Exploring Teachers' Experiences of Differentiated Instruction: A Qualitative Case Study.
Morrison-Thomas, Novelet.

Exploring Teachers' Experiences of Differentiated Instruction: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 135 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

In the face of academic variance and changing educational policies, teachers are currently required to differentiate their instruction. Differentiated instruction is an approach to teaching and learning that focuses on the unique needs of each child. In one southeastern state, the State Board of Education mandated differentiated instruction in 2011 to meet the needs of individual students. The problem addressed in this study was that research shows that although teachers are trained in differentiated methods and strategies, differentiated instruction is implemented infrequently, inconsistently, and incorrectly in many classrooms. The purpose of this qualitative, single-case study was to explore the implementation of differentiated instruction in elementary-school classrooms, from both the perspectives of teachers and the observation of its implementation. The sample was ten participants drawn from a population of 42 certified teachers who had worked at the selected site for at least three years and who had attempted to implement differentiated reading strategies in kindergarten through fifth grade. The findings from this study suggested that overall, while the ten participants' knowledge of and about differentiated instruction, and their role as teachers, was rich and extensive, there were numerous challenges they faced in the implementation of differentiated instruction in their classroom. These challenges primarily focused on how time-consuming differentiated instruction is, finding appropriate multi-level tasks and activities, a lack of material and resources and the fact that assessments were not differentiated. Future research should focus on evaluating differentiated programs' effectiveness to determine if curriculums used in classrooms are evidence-based, effective, and capable of providing multiple tools and materials for use with varying student performance levels.

ISBN: 9781339957661Subjects--Topical Terms:

641385
Elementary education.

Exploring Teachers' Experiences of Differentiated Instruction: A Qualitative Case Study.
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