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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Unal, Aslihan and Unal, Zafer, "K-5 Teachers Understanding and Implementation of Differentiated Instruction" (2021). Georgia Educational Research Association Conference. 28.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/28
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.
