ERIC Number: EJ809669
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0016-9862
EISSN: N/A
A Study of Differentiated Instructional Change over 3 Years
VanTassel-Baska, Joyce; Feng, Annie Xuemei; Brown, Elissa; Bracken, Bruce; Stambaugh, Tamra; French, Heather; McGowan, Susan; Worley, Bess; Quek, Chwee; Bai, Wenyu
Gifted Child Quarterly, v52 n4 p297-312 2008
This study examines Title 1 heterogeneous classroom teachers' instructional behavior change through implementing well-designed research-based curriculum units and attending regular professional development activities across 3 years. Employing an experimental design, this study compares experimental and comparison teachers' behavioral changes as measured by an observation scale of differentiated teaching strategies across 3 years. The results show that experimental teachers received statistically significant and educationally important higher ratings than comparison teachers on differentiated strategy use and effectiveness across 3 years. The study corroborates the research literature that shows that teachers' instructional improvement takes 2 years to manifest its effectiveness and to shape belief in student learning benefits. (Contains 7 tables.)
Descriptors: Instructional Improvement, Behavior Modification, Teachers, Faculty Development, Teaching Methods, Literature, Classroom Observation Techniques, Educational Strategies, Critical Thinking, Academically Gifted, Educational Change, Curriculum
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A