Proposal Title

K-5 Teachers Understanding and Implementation of Differentiated Instruction

Location

Session 2 Presentations - Special Education

Proposal Track

Research Project

Session Format

Presentation

Abstract

Differentiated instruction is a method of teaching students with special needs. Teachers need to differentiate instruction through content, process, and product and affect the classroom by student readiness, interests, and learning profiles (Weisberg, Sexton, Mulhern, & Keeling, 2009). The purpose of this mixed study is to explore K-5 teachers’ understanding of differentiated instruction and their ability to implement differentiated instruction in their classrooms. To accomplish the goals, convenience sampling was employed in the quantitative part of this study. Groups of students (inservice teachers) from a university in the southeast part of the United States participated in this study. The Teacher Survey on Differentiated instruction was developed by Tomlinson (2000) and modified by Page (2007) was used in this study.

Keywords

differentiated instruction, diverse learners, students with special needs, K-5 teachers, teachers' perceptions, teachers' implementation

Professional Bio

My name is Asli Unal. I am an associate professor in the Department of Elementary and Special Education at Georgia Southern University. My research interests are parental involvement in education, classroom management, assessment in education, online teaching, flipped classrooms, and differentiated instruction.

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Oct 8th, 9:45 AM Oct 8th, 10:55 AM

K-5 Teachers Understanding and Implementation of Differentiated Instruction

Session 2 Presentations - Special Education

Differentiated instruction is a method of teaching students with special needs. Teachers need to differentiate instruction through content, process, and product and affect the classroom by student readiness, interests, and learning profiles (Weisberg, Sexton, Mulhern, & Keeling, 2009). The purpose of this mixed study is to explore K-5 teachers’ understanding of differentiated instruction and their ability to implement differentiated instruction in their classrooms. To accomplish the goals, convenience sampling was employed in the quantitative part of this study. Groups of students (inservice teachers) from a university in the southeast part of the United States participated in this study. The Teacher Survey on Differentiated instruction was developed by Tomlinson (2000) and modified by Page (2007) was used in this study.