ERIC Number: ED427130
Record Type: RIE
Publication Date: 1998-Dec
Differentiation of Instructional Methodologies in Subject-Based Curricula at the Secondary Level. Research Brief #38.
This study examined how teachers use instructional methods to meet the diverse academic needs of students. Surveys were completed by 284 secondary school teachers from 28 high schools in 7 school divisions of the Metropolitan Educational Research Consortium. Rural, suburban, and urban schools were represented. Qualitative and quantitative methods were used to analyze survey responses. Almost all (90%) teachers indicated that addressing academic differences was very important or exciting. Teachers recognized that different learners require various instructional methods to help them understand content. Teachers reported using a variety of methods, although methods that require proactive and planned efforts to challenge the wide range of student differences were among those least often cited. Many of the methods most frequently used required making minor adjustments to a single lesson rather than planning different lessons for students with varying levels of readiness or skill. Findings conclude that teacher responses provide insight into barriers to addressing academic differences and a starting point for future training efforts. (Contains three tables.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Metropolitan Educational Research Consortium, Richmond, VA.