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Differentiated Instruction: A Qualitative Study Focusing On The Voices Of Elementary Teachers And Their Needs, Suzanne S. Fanelle
Differentiated Instruction: A Qualitative Study Focusing On The Voices Of Elementary Teachers And Their Needs, Suzanne S. Fanelle
West Chester University Doctoral Projects
This qualitative study examined teachers’ perspectives about their implementation of differentiated instruction in an effort to support district-led professional development programming. Differentiated instruction is based on well-considered goals and thorough analysis of students’ achievement, progress, and instructional needs, combined with formative assessments and progress monitoring (Van Geel et al., 2019). An initial questionnaire was administered to all K-5 teachers in a suburban school district, followed by individual interviews with three teachers who expressed that they often use differentiation in the classroom. Each of the three teachers participated in two interviews lasting 45-60 minutes each over the course of several weeks. …
Checking The Box: Evaluating Professional Development Evaluations, Cristin Young
Checking The Box: Evaluating Professional Development Evaluations, Cristin Young
West Chester University Doctoral Projects
This mixed-methods study aimed to examine questionnaires as an evaluation tool for professional development. The study measures the extent to which questionnaires reflect teachers' reactions to and learning in professional development sessions, how teachers view the use of questionnaires to evaluate these sessions, and how to improve that evaluation process. Data from a district-mandated professional development evaluation questionnaire was collected and analyzed from a sample of 825 teachers. Their experiences completing the questionnaires were measured by collecting survey and focus group data. The theories of satisficing and andragogy were used to frame the data analysis. I find that questionnaires do …