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ERIC Number: EJ1060829
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: EISSN-1812-9129
"The Course Fit Us": Differentiated Instruction in the College Classroom
Dosch, Mary; Zidon, Margaret
International Journal of Teaching and Learning in Higher Education, v26 n3 p343-357 2014
As diversity in higher education increases, the one-size-fits-all, teacher-centered, traditional model of lecture-style teaching sets students up for failure. In addition, the strategic rhetoric of blaming students for academic failures keeps the systemic power in place, justifying the current system. In contrast, differentiated instruction, a student-centered instructional model, has shown success in higher education through a limited number of mostly qualitative studies. The purpose of the current study was to explore implementing differentiated instruction in higher education to understand if quantitative improvements were noted in a differentiated (DI) classroom compared to a nondifferentiated (NDI) classroom in two different sections of the same Educational Psychology course taught by the same instructor. In addition, perceptions toward the use of differentiated instruction were attained. The DI and NDI sections had enrollments of 39 and 38 undergraduate students, respectively. The majority were preservice teachers attending a mid-sized Midwestern University. The DI group significantly outperformed the NDI group on the aggregates of the assignments and the exams. However, only two assignments and one exam showed significantly higher scores for the DI group when examined individually. The DI group perceived differentiated methods as beneficial to their learning as noted on the course evaluation and survey questions.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A