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ERIC Number: ED546160
Record Type: Non-Journal
Publication Date: 2012
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-9377-1
Differentiated Instruction: A Survey Study of Teacher Understanding and Implementation in a Southeast Massachusetts School District
Whipple, Kerri Ann
ProQuest LLC, Ed.D. Dissertation, Northeastern University
Given the implementation of the federal initiative Response to Intervention (RtI) many districts are exploring teaching philosophies and strategies to help close the achievement gap. Differentiated instruction is a teaching philosophy that has been known to help teachers assist students in reaching their highest academic potential. The purpose of this quantitative study was to explore teachers' "understanding" of differentiated instruction and their perceptions of their ability to "implement" DI in grades kindergarten through sixth. The survey was administered electronically through the Leighton Public Schools Google mail accounts. The survey had two parts and within part one there were two sections: A and B. Part I, Section A asked teachers to identify, using a Likert scale, their "understanding" of differentiated instruction. Part I, Section B asked teachers to identify, using a Likert scale their ability to "implement" differentiated instruction. Parts A and B were organized by the six components of differentiated instruction as developed by Carol A. Tomlinson and modified by Sandra Page: "Student Interest," "Assessment," "Lesson Planning," "Content," "Process," and "Product." Part II of the survey asked teachers demographic information such as what subject they taught, whether they were a general or special education teacher, current grade taught, their sex, age range, education level, how many years they had been teaching, and what types of training they had participated in regarding differentiated instruction. This quantitative study utilized a survey study methodology, which was sent to over 100 participants electronically. The two research questions that guided this paper are: (1) "To what extent do K-6 teachers understand the concepts of differentiated instruction and the methods of how to differentiate classroom instruction in the Leighton Public Schools?" (2) "How do K-6 teachers at Leighton Public Schools implement components of differentiated instruction (student interest, assessment, lesson planning, content, process and product) as defined by Carol A. Tomlinson?" [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts