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Strategies Advanced Placement High School Teachers Use To Teach Diverse Learners, Patti J. Tate

Walden Dissertations and Doctoral Studies

Since Advanced Placement (AP) College Board’s 2002 implementation of the Equity and Access Policy, the number of students enrolled in AP courses has increased, but student success on passing AP exams has dropped. This signifies that the new populations of AP students are not well prepared with the skillsets necessary to succeed on AP exams. This qualitative exploratory case study focused on how high school AP teachers in one southeastern school district provided differentiated instruction (DI) through content and strategies to diverse learners. Data on the use of DI with AP students were collected through interviews of AP teachers at …

Middle School Teachers’ Experiences Implementing The Workshop Model In Their Classroom, Patience Ndidi Onyegwara

Walden Dissertations and Doctoral Studies

Abstract

Due to the increasing diversity in U.S. schools, there is a need for differentiated and individualized educational models for these learners to be successful in the future. However, little is known about innovative educational models allowing differentiation and individualized education. The purpose of this basic qualitative study was to understand the experiences and perceptions of middle school teachers implementing the innovative Workshop Model (WSM) of teaching and learning. The conceptual framework for this study included the diffusion of innovation, sociocultural, and andragogical theories, and the principles of technological pedagogical content knowledge (TPACK). The participants were 10 middle school teachers …

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 …