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ERIC Number: ED548988
Record Type: Non-Journal
Publication Date: 2012
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-3911-9
ISSN: N/A
A Teacher's Perception: Perception of the Impact of Differentiated Instruction
Gilbert, Donna Latrice
ProQuest LLC, Ed.D. Dissertation, Jones International University
This qualitative case study explored teachers' perceptions regarding how differentiated instruction can impact elementary school students' learning in a school in upper east Tennessee. When implemented correctly, differentiated instruction enables teachers to give all students an opportunity to have academic progress within a diverse classroom. The concept of differentiated instruction has been used since the one room school houses in the 1600's (Gundlach, 2011). Teachers have used individualized instruction to meet the needs of all of their students. This qualitative case study was conducted at one elementary school that serves approximately 496 students in grades K-4th. Fifteen self-selected teachers from different grade levels participated in this study. Of which, twelve participants were female and three were male. Each completed a five-point Likert scale survey and all participated in either, a face-to-interview, phone interview, or submitted his or her interview electronically. Two overall themes that were found in the study: (a) 100% (15 out of 15) teachers had a positive response to the question: In your opinion, does differentiated instruction impact student's learning? (b) 66.6% (10 out of 15) teachers agreed that differentiated instruction does have a positive effect on some student learning. Insight gained from this qualitative case study was used to formulate a theoretical model that teachers can use to implement differentiated instruction and to understand the affects that their perceptions about differentiated instruction may have on their student's learning. In addition, information gained from the study will inform future teaching practices and increase the understanding of teaching strategies and the impact that they have upon student learning. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee