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ERIC Number: EJ1208168
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1537-873X
EISSN: N/A
Assessing and Promoting Student-Centered Teaching and Learning Practices Using a Quantitative Educational Planning Tool: Results of 2016 Indiana Case Study
Peace, Terrell M.; Polka, Walter S.; Mete, Rosina E.
Educational Planning, v24 n2 p23-39 2017
This article provides information about an Indiana regional quantitative research study conducted in 2016 as part of a comprehensive national study designed to promote reflections about contemporary teaching-learning practices using a discrepancy survey instrument. This Indiana case study contained data about the differences between the desired instructional practices of 111 contemporary classroom teachers and their actual practices related to differentiating instruction. The objective of the national research project is to promote educators' recognition and appreciation of the fact that many differentiation strategies, techniques, and activities are implemented on a frequent basis in several different teaching-learning contexts. The survey instrument used in this study serves as a valuable tool to measure the specific level of implementation and to assist educators in their respective planning activities for instructional improvement in diverse contexts. This Indiana case study provides valuable quantitative reference information to facilitate the promotion of greater differentiation in micro-local contexts as well as in regional and global settings.
International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
Grant or Contract Numbers: N/A