ERIC Number: EJ1072960
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 44
Differentiating Science Instruction: Secondary Science Teachers' Practices
Maeng, Jennifer L.; Bell, Randy L.
International Journal of Science Education, v37 n13 p2065-2090 2015
This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.
Descriptors: Secondary School Teachers, Science Teachers, Science Instruction, Semi Structured Interviews, Individualized Instruction, High Schools, Teaching Methods, Observation, Grounded Theory, Teacher Effectiveness, Student Interests, Profiles, Faculty Development, Preservice Teacher Education, Scores, Measures (Individuals), Educational Strategies, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A