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Beginning Teachers’ Perceptions Of Preparedness To Differentiate Instruction For Diverse Learners, Michelle K. Casey, Robert K. Gable
Beginning Teachers’ Perceptions Of Preparedness To Differentiate Instruction For Diverse Learners, Michelle K. Casey, Robert K. Gable
K-12 Education
A two-phase, sequential mixed-methods design was used to assess perceptions of Preparedness (28 items, alpha = .96) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. The following areas presented challenges to teachers when attempting differentiation: pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills. …
Perspectives Of Suburban Public School Teachers On The Characteristics Of Students At-Risk For Dropping Out Of School, Michael J. Sollitto, Robert K. Gable
Perspectives Of Suburban Public School Teachers On The Characteristics Of Students At-Risk For Dropping Out Of School, Michael J. Sollitto, Robert K. Gable
K-12 Education
This study focuses on a major problem facing today’s educators: high school dropouts. Numerous studies have been conducted to identify the reasons that students drop out of school and programs that may address the needs of students at-risk for dropping out of school. Literature in this area was reviewed to identify what can be learned from these studies. Research questions addressed differences in teacher perspectives of the characteristics of elementary, middle, and high school struggling students. Differences in teachers’ perspectives based on tenure and type of teaching assignment were examined. A sequential, mixed methods approach was taken. The researchers began …