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Full-Text Articles in Education
Instructors’ Perceptions Of Differentiated Instruction At Four Universities In The United States, Brandy Waldron
Instructors’ Perceptions Of Differentiated Instruction At Four Universities In The United States, Brandy Waldron
Walden Dissertations and Doctoral Studies
According to a 2015-2016 fall term end-of-course survey at a university in the southern United States, differentiated instruction (DI) was minimal and student participants reported that they may have performed better on coursework if given a variety of learning options. The purpose of this study was to determine how instructors at 4 U.S. universities perceive use of DI and their ideas about the necessary tools and strategies to practice it. Research needed to be conducted so instructors could successfully meet the diverse needs of students by having the necessary tools to practice differentiation. Tomlinson’s theory that focuses on the need …
Teacher Perspective On Differentiation For Gifted Students In The General Education Classroom, Karen Arnold Kilgore
Teacher Perspective On Differentiation For Gifted Students In The General Education Classroom, Karen Arnold Kilgore
Walden Dissertations and Doctoral Studies
Gifted middle school students may not always be provided with a differentiated curriculum that ensures their academic progression in inclusive educational settings. The purpose of this qualitative case study was to examine teachers' perspectives on differentiation for gifted students in the general education classroom. The conceptual framework for the study was anchored by the theories of Gardner, who recognized that students learn in different ways, and Vygotsky, who determined that students learn best at their level of learning or zone of proximal development. The research questions focused on teachers' perspectives about teaching the gifted students in the general classroom environment …
Content Area Teacher Practices For Middle School English Language Learners, Damian Jina' Elder
Content Area Teacher Practices For Middle School English Language Learners, Damian Jina' Elder
Walden Dissertations and Doctoral Studies
The number of English Language Learners (ELLs) entering content area general education classes is on the rise and there is a lack of understanding concerning what content area teachers are doing to provide instruction to ELLs. ELLs throughout a southeastern state are making very little progress despite the resources put in place by the district. The purpose of this qualitative case study was to explore the instructional practices and perceptions of 5 middle school content area teachers, who educate ELLs in general education classes. Differentiation, as defined by Tomlinson and the World-class Instructional Design and Assessment (WIDA,) frameworks were combined …
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
Walden Dissertations and Doctoral Studies
Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured questions. …
Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart
Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart
Walden Dissertations and Doctoral Studies
Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk …
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
Walden Dissertations and Doctoral Studies
This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education …
An Investigation Of Teacher Experiences With Implementation Of A Response To Intervention Model, Jennifer H. Murphy
An Investigation Of Teacher Experiences With Implementation Of A Response To Intervention Model, Jennifer H. Murphy
Walden Dissertations and Doctoral Studies
A Southeastern school district was in the initial phases of a response to intervention (RtI) model using 3 tiers of intervention prior to students being identified for participation in special education. General education classroom teachers were responsible for all Tier I interventions by differentiating the core curriculum. However, teachers received little to no specific training related to implementation, progress monitoring, and data analysis of these differentiated interventions. This case study examined teachers' perceptions of the current implementation of RtI in one elementary school and their perceptions of professional support needed to implement, assess, and analyze RtI data. This qualitative research …
Elementary (K-5) Teachers' Perceptions Of Differentiated Instruction, Christopher Maddox
Elementary (K-5) Teachers' Perceptions Of Differentiated Instruction, Christopher Maddox
Walden Dissertations and Doctoral Studies
Differentiated instruction is a pedagogical method used by classroom teachers to enhance student learning. Researchers have described how students benefit from differentiated lessons, but have not explored the relationship between teachers' perceptions of differentiation and student success. This gap is problematic because teachers' instruction directly affects student achievement. The purpose of this hermeneutic phenomenological study was to explore how elementary (K-5) teachers define, familiarize, use, and perceive differentiation. The conceptual framework was rooted from a synthesis of ideas found in current refereed literature, and the educational concepts and constructionist theories of Piaget and Vygotsky. Purposeful sampling identified 12 participants for …
Countering Student Apathy To Increase Student Engagement, Rebecca Ann Schou
Countering Student Apathy To Increase Student Engagement, Rebecca Ann Schou
Walden Dissertations and Doctoral Studies
At a suburban elementary school in Maryland, 3 years of data revealed that the school is grappling with the problem of student apathy. While there is a growing body of research on apathy and its effects on student achievement, few researchers have examined the problem from the perspective of the apathetic student. The purpose of this qualitative case study, grounded in the social learning and cognitive development theories of Vygotsky and Piaget, was to explore student apathy and the learning environment at the target school through the perspectives of 8 former students and their parents. The research questions focused on …