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Middle School Teachers’ Use Of Differentiated Instruction Strategies, Felecia G. Prince
Middle School Teachers’ Use Of Differentiated Instruction Strategies, Felecia G. Prince
Walden Dissertations and Doctoral Studies
AbstractMiddle School Teachers’ Use of Differentiated Instruction Strategies by Felecia George Prince MEd, Troy University, 2010 BS, Georgia Southern University, 1988 AA, East Georgia College, 1984 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2020Abstract The administrators at the study site were concerned that teachers struggle with differentiated instruction (DI) in their classrooms, which involves strategies to support students’ levels. Thus, the purpose of this qualitative case study was to learn what DI strategies teachers used at the study site. The conceptual framework of Tomlinson on the differentiated strategies …
Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo
Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo
Walden Dissertations and Doctoral Studies
Secondary general education teachers often face many challenges when differentiating instruction to meet the learning needs of students with significant disabilities (SD) in an inclusive secondary general education classroom. A qualitative case study that included eight general education teachers from different content areas in southwest state in the US was used to investigate the general education teachers’ perception of the challenges they face when differentiating instruction to meet the learning needs of students with SD in an inclusive secondary general education classroom. Tomlinson’s differentiated instruction (DI) model serve as the conceptual framework for this study, which emphasizes maximizing learning for …