The purpose of this mixed methods study was to investigate variables that impede the utilization of research findings in, or the transfer of learning from professional development workshops into, classroom best practices. Participants comprised 202 Georgia Master Teachers who attended Leadership Institutes. Participants were taught strategies for differentiating assessment. A 21-item online survey was used to collect data two months after the institute. Eighty-six teachers (42.6%) completed the survey. Fifty-five (64%) respondents had implemented, at least, one strategy. The strategies they found most useful were allowing students redo assignments for full credit, isolating and retesting specific standards rather than a whole set of standards and making students analyze their incorrect responses. Strategies that affected system-wide policies such as changing the grading system were most difficult to implement. Other impeding factors included lack of time to integrate new principles and strategies and lack of teacher buy-in.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ref_ger2014110106.pdf (133 kB)
Supplemental Reference List with DOIs