NotesFAQContact Us
Search Tips
ERIC Number: ED550167
Record Type: Non-Journal
Publication Date: 2012
Pages: 1115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-9483-1
An Examination of Professional Development on Differentiated Instruction with K-4 Teachers
White, Margaret E.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Administrators and teachers are seeking professional development (PD) opportunities to find ways to increase scores on annual standardized tests as well as to learn methods of instruction that will help meet the academic needs of a diverse student population. Differentiated instruction (DI) is a research-based method of teaching students based on their individual academic needs. The success of DI has been shown to meet the learning needs of these diverse students as well as improve test scores. The focus of this study was to provide a professional development opportunity for 12 K-4 teachers in New Jersey to further educate them on differentiated instruction. The problem is that teachers are not prepared to teach in the classroom using DI and these particular students are underperforming when compared to local districts with similar demographics. The purpose of this qualitative, single site case study was to examine a professional development seminar on differentiated instruction methods provided to K-4 teachers. Fourteen teachers were proposed for the study, but due to declining enrollment only 12 teachers participated. Three data sources were triangulated: a videotape of the professional development seminar, audiotaped individual interviews, and interview transcripts. The themes coded from the interviews suggested that the teachers' efficacy improved as a result of the seminar. They were making an effort to differentiate in their classrooms. Teachers perceived specific barriers with the implementation of DI, and data suggested they are not looking at the pedagogical benefits. As a result, they have put up obstacles preventing them from trying to differentiate. On the basis of the data, the themes also suggested that while no further training or resources were needed, teachers lack initiative to independently implement DI methods. Teachers felt they understood what DI was, yet wanted additional support in their classrooms to facilitate implementation. Future research in this area may focus on an empirical study of test scores of students in a differentiated classroom as compared to the scores of students not in a differentiated classroom. [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: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey