Date of Award
5-2012
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Stan Tuttle
Second Advisor
Scott Goselin
Third Advisor
Houston Thompson
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Abstract
School districts today are being held accountable for providing all students with a quality education in order for students to meet mandated learning standards as well as become productive citizens; thus teachers need to be more responsive to their students’ needs. This study investigated teachers’ knowledge about differentiated instruction; how often teacher differentiate instruction in specific subject areas; and factors that help or hinder the implementation of differentiated instruction. Study results demonstrated that the majority of the teachers surveyed are familiar with differentiated instruction; however, because of their unfamiliarity of available tools, the immense amount of preparation time involved coupled with lack of resources, many teachers do not differentiate instruction in their classrooms.
Recommended Citation
Rodriguez, Alixa, "An Analysis of Elementary School Teachers' Knowledge and Use of Differentiated Instruction" (2012). Ed.D. Dissertations. 39.
https://digitalcommons.olivet.edu/edd_diss/39
Included in
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons
Comments
Ed.D. dissertation completed in 2012 for Olivet Nazarene University.