東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Understanding teachers' perceptions ...

Christopher, Kathleen O.

Linked to FindBook

Google Book

Amazon

博客來

Understanding teachers' perceptions and resistance to implementing differentiated instruction regularly and consistently.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding teachers' perceptions and resistance to implementing differentiated instruction regularly and consistently./
Author:	Christopher, Kathleen O.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260081
ISBN:	9781369673203

Understanding teachers' perceptions and resistance to implementing differentiated instruction regularly and consistently.
Christopher, Kathleen O.

Understanding teachers' perceptions and resistance to implementing differentiated instruction regularly and consistently. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 118 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

The purpose of this qualitative research study was to understand teachers' perceptions of differentiated instruction and the rationale behind their resistance to implementing this strategy on a regular and consistent basis in an elementary school in the state of Maryland. Based on data collected from the state assessment in mathematics in Grades 3 to 5, students did not make significant academic gains compared to some other schools in the county. Data was collected through interviews and classroom observations in order to gain an understanding of teachers' perceptions of differentiated instruction and their resistance to its implementation. The research methodology was a phenomenological design, which most accurately revealed the participants' lived experiences of the phenomenon being studied. A purposeful sampling allowed this inquiry to focus on mathematics teachers. The sample consisted of four participants, who taught mathematics at the elementary level. Findings of the study revealed that the participants had a fair understanding of differentiated instruction and its benefits in aiding students' achievement. Participants revealed that the lack of professional development in differentiated instruction was one of the main barriers to their regular and consistent implementation of the technique. Additionally, the participants shared that the lack of materials, pacing through the curriculum, as well as lack of administrative support hindered their ability to effectively implement differentiated instruction. Recommendations include that teachers be provided with ongoing professional development in differentiated instruction by their administration and consistently supported if they are to effectively meet the needs of all learners.

ISBN: 9781369673203Subjects--Topical Terms:

3168483
Educational tests & measurements.

Understanding teachers' perceptions and resistance to implementing differentiated instruction regularly and consistently.
LDR:02749nmm a2200301 4500 001 2156682
005 20180517121918.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369673203
035 $a (MiAaPQ)AAI10260081
035 $a (MiAaPQ)capella:19409
035 $a AAI10260081
040 $a MiAaPQ $c MiAaPQ
100 1 $a Christopher, Kathleen O. $3 3344443
245 1 0 $a Understanding teachers' perceptions and resistance to implementing differentiated instruction regularly and consistently.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: DeArmas Graham.
502 $a Thesis (Ph.D.)--Capella University, 2017.
520 $a The purpose of this qualitative research study was to understand teachers' perceptions of differentiated instruction and the rationale behind their resistance to implementing this strategy on a regular and consistent basis in an elementary school in the state of Maryland. Based on data collected from the state assessment in mathematics in Grades 3 to 5, students did not make significant academic gains compared to some other schools in the county. Data was collected through interviews and classroom observations in order to gain an understanding of teachers' perceptions of differentiated instruction and their resistance to its implementation. The research methodology was a phenomenological design, which most accurately revealed the participants' lived experiences of the phenomenon being studied. A purposeful sampling allowed this inquiry to focus on mathematics teachers. The sample consisted of four participants, who taught mathematics at the elementary level. Findings of the study revealed that the participants had a fair understanding of differentiated instruction and its benefits in aiding students' achievement. Participants revealed that the lack of professional development in differentiated instruction was one of the main barriers to their regular and consistent implementation of the technique. Additionally, the participants shared that the lack of materials, pacing through the curriculum, as well as lack of administrative support hindered their ability to effectively implement differentiated instruction. Recommendations include that teachers be provided with ongoing professional development in differentiated instruction by their administration and consistently supported if they are to effectively meet the needs of all learners.
590 $a School code: 1351.
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Teacher education. $3 3172312
690 $a 0288
690 $a 0530
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260081