Differentiated Instruction and Kindergarten through 5th Grade Teachers

Authors

Aslihan Unal, Elementary and Special Education, College of Education, Georgia Southern UniversityFollow
Zafer Unal, College of Education, University of South FloridaFollow
Yasar Bodur, Georgia Southern University, College of Education, Elementary and Special EducationFollow

Abstract

The purpose of this article is to examine Kindergarten through 5th-grade teachers’ understanding of differentiated instruction and perception of their ability to implement differentiated instruction in their classrooms. Differentiated instruction is a critical factor for children’s success. Thirty-one K-5 teachers from the state of Georgia participated in this study. The teacher survey on differentiated instruction developed by Tomlinson (2001) and modified by Page (2007) was used in this study. The researchers also included two open-ended, differentiated instruction questions and seven demographic questions. Study results suggested that while teachers mostly agree that differentiation is an important instructional strategy, they are faced with multiple barriers to implementation such as a lack of differentiated instruction knowledge and practice and the need for resources and professional development.

Creative Commons License

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

Recommended Citation

Unal, Aslihan; Unal, Zafer; and Bodur, Yasar (2022) "Differentiated Instruction and Kindergarten through 5th Grade Teachers," Georgia Educational Researcher: Vol. 19: Iss. 2, Article 2.
DOI: 10.20429/ger.2022.190202
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol19/iss2/2