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ERIC Number: EJ1176034
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1935-7869
The Misnomers of Differentiating Instruction in Large Classes
Turner, Windi D.; Solis, Oscar J.
Journal of Effective Teaching, v17 n3 p64-76 2017
With increasing class sizes of diverse students, instructional options for those who teach large classes in higher education are limited. While whole-class instruction is an integral part of many classrooms and often the instructional practice of choice, this teacher-centered strategy is less effective in promoting a greater level of growth and academic success with college students. This study examined instructors' understanding of differentiated instruction and their perceptions of the challenges to implement differentiation in large classes. Themes emerging from this study highlight the misnomers of differentiated instruction, further solidifying the need for adequate training and professional development on differentiation. Although a glimpse into the perceptions of one campus' faculty, the results contribute to the conflicting discourse on differentiated instruction in higher education.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A