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ERIC Number: ED559431
Record Type: Non-Journal
Publication Date: 2013
Pages: 241
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-9157-9
Differentiation of Instruction in Regular Education Elementary Classes: An Investigation of Faculty and Educational Leaders' Perceptions of Differentiated Instruction in Meeting the Needs of Diverse Learners
Davis, Tarrah C.
ProQuest LLC, D.E. Dissertation, University of Louisiana at Lafayette
In an effort to respond to diverse learner needs and increase student achievement, educational faculty and scholars alike are continually searching for best practices in differentiated instruction. The current study attempts to answer the following questions: First, in what ways do educational leaders and faculty meet the needs of diverse learners in elementary schools. Secondly, how are these practices reflected in their Knowledge, Skills, Dispositions, and Support? Finally, is there a difference in the perceptions of the Knowledge, Skills, Dispositions, and Support of differentiated instruction between faculty and educational leaders? The purpose of this study is threefold. The first purpose is to investigate faculty perceptions of their Knowledge, Skills, and Dispositions in regards to differentiating instruction and the faculty perceptions of what Supports are present in order to support differentiated instruction in classrooms. The second purpose is to investigate educational leaders' perceptions' of their Knowledge and Dispositions regarding differentiated instruction as well as what they do to Support differentiated instruction in their schools that help or hinder differentiated instruction. The third purpose is to investigate educational leaders' perceptions of their faculty Knowledge, Skills, and Dispositions regarding differentiated instruction. The underlying theoretical framework for this study is provided by the literature on differentiated instruction to meet the needs of all students and how it relates to the following aspects: Knowledge, Skills (Content, Process, Product, and Environment), Dispositions, and Support. As educational leaders become more educated in differentiated instruction this may increase the usage and understanding of differentiated instruction. The findings of this study contribute to the understanding of what educational leaders and elementary faculty members know about differentiated instruction, which Skills they currently use in their classrooms, their types of dispositions, and the supports they receive in order to increase their ability to differentiate or hinder that ability. The findings may also contribute to the understandings of which relationships are present as well as whether or not differences in faculty's and leaders' Knowledge, Skills, Dispositions, and Support are present. [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