ERIC Number: EJ901791
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 39
The Ways Teachers Do the Things They Do: Differentiation in Middle Level Literacy Classes
Roe, Mary F.
Middle Grades Research Journal, v5 n3 p139-152 2010
In this qualitative study, the author explored the concept of differentiation in urban, suburban, and rural language arts classrooms. The overall goal of understanding how differentiation occurred in these classrooms led to the following specific intentions: (1) to identify teachers' understandings of differentiation, (2) to understand their implementation of differentiated instruction for their students, especially those who underachieve or those for whom English is their second language, across an academic year, and (3) to understand students' and teachers' views of the challenges and successes of differentiation attempts. Using data collected from the classrooms of 9 teachers and across 135 classroom observations and interviews with students and teachers, the author unveiled the following attributes linked to these teachers' differentiation practices: (1) differentiation is more than a classroom event, (2) the classroom climate contributes to differentiation options and practices, (3) differentiation entails attention to affective and cognitive variations, and (5) activities drive differentiation practices.
Descriptors: Classroom Environment, Individualized Instruction, Classroom Observation Techniques, Language Arts, Curriculum Implementation, Barriers, Success, Student Attitudes, Teacher Attitudes, Interviews, Educational Practices, Literacy, Familiarity, Pedagogical Content Knowledge
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A