Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers’ perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers’ perceptions of differentiated instruction as an instructional strategy to address students’ needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students’ readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers’ perceptions of differentiated instruction as an instructional strategy to address lower third students’ needs in the planning and preparation of differentiated lessons affect implementation.
| Published in | Teacher Education and Curriculum Studies (Volume 3, Issue 3) |
| DOI | 10.11648/j.tecs.20180303.11 |
| Page(s) | 20-33 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2018. Published by Science Publishing Group |
Differentiated Instruction, Middle School, Excessive Planning Time, Lower Third Student, Participant = P1, P2, …, P35, IEP
| [1] | Harsh, S., & Mallory, M. (2013). The future of education: Building capacity for success. Phi Delta Kappan, 80 (1), 16-25. |
| [2] | Parsons, S. A., Dodman, S. L., & Cohen Burrowbridge, S. (2013). Broadening the view of differentiated instruction. Phi Delta Kappan, 95, 38-42. doi:10.1177/003172171309500107. |
| [3] | Stolk, J., & Harari, J. (2014). Student motivations as predictors of high-level cognitions in project-based classrooms. Active Learning in Higher Education, 15, 231-247. doi:10.1177/1469787414554873. |
| [4] | De Jesus, O. N. (2012). Differentiated Instruction: Can differentiated instruction provide success for all learners? National Teacher Education Journal, 5 (3), 5-11. |
| [5] | Wei, X. (2012). Are more stringent NCLB state accountability systems associated with better student outcomes? Analysis of NAEP results across states. Educational Policy, 26, 268-308. doi:10.1177/0895904810386588. |
| [6] | Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37, 111-127. doi:10.1177/0162353214529042. |
| [7] | Powell, W., & Kusuma-Powell, O. (2015). Overcoming resistance to new ideas. Phi Delta Kappan, 96 (8), 66-69. Retrieved from http://pdk.sagepub.com. |
| [8] | Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51, 363-402. doi: 10.3102/0002831213507973. |
| [9] | Lee, C., & Picano, K. E. (2013). Accommodating diversity by analyzing practices of teaching (ADAPT). Teacher Education and Special Education, 36, 132-144. doi: 10.1177/0888406413483327. |
| [10] | Little, C. A., McCoach, D. B., & Reis, S. M. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advanced Academics, 25, 384-402. doi: 10.1177/1932202X14549250. |
| [11] | Paige, D. D., Sizemore, J. M., & Neace, P. W. (2013). Working inside the box: Exploring the relationship between student engagement and cognitive rigor. National Association of Secondary School Principal, 97, 105-123. doi: 10.1177/0192636512473505. |
| [12] | Woolley, M. E., Rose, R. A., Orthner, D. K., Akos, P. T., & Jones-Sanpei, H. (2013). Advancing academic achievement through career relevance in the middle grades: A longitudinal evaluation of careerstart. American Educational Research Journal, 50, 1309-1335. doi:10.3102/0002831213488818. |
| [13] | Jennings, J., & Sohn, H. (2014). Measure for Measure: How proficiency-based accountability systems affect inequality in academic achievement. Sociology of Education, 87, 125-141. doi:10.1177/0038040714525787. |
| [14] | Acosta-Tello, E., & Shepherd, C. (2014). Equal access for all learners: Differentiation simplified. Journal of Research in Innovative Teaching, 7 (1), 51-57. Retrieved from http://jrit-nu.org/. |
| [15] | Joo, Y. J., Seo, H., Joung, S., & Lee, K. Y. (2012). The effects of academic self-efficacy, learning strategies and perceived instructional strategies on high and low achievers” in the middle school Korean language. KEDI Journal of Educational Policy, 9 (2), 239-257. Retrieved from http//:eng.kedi.re.kr. |
| [16] | Lanier, M., & Glasson, G. (2014). Instructional strategies for enhancing achievement for urban African American students in middle school science classrooms. Insights on Learning Disabilities, 11 (1), 9-32. |
| [17] | No Child Left Behind Act of 2001. Pub. L. No. 107-110, § 115 Stat.1425. |
| [18] | Cronin, J., & Jensen, N. (2014). The phantom collapse of student achievement in New York. Phi Delta Kappan, 96, 60-66. doi: 10.1177/0031721714553412. |
| [19] | Desimone, L. M. (2013). Reform before NCLB. Phi Delta Kappan, 94, 59-61. doi: 10.1177/003172171309400814. |
| [20] | VanTassel-Baska, J. (2015). Arguments for and against the Common Core State Standards. Gifted Child Today, 38, 60-62. doi: 10.1177/1076217514556535. |
| [21] | VanTassel-Baska, J. (2014). Performance based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37, 141-147. doi: 10.1177/1076217513509618. |
| [22] | Dee, T. S., Jacob, B., & Schwartz, N. L. (2013). The effects of NCLB on school resources and practices. Educational Evaluation and Policy Analysis, 35, 252-279. doi: 10.3102/0162373712467080. |
| [23] | Bloom, C. M., & Owens, E. W. (2011). Principals’ perception of influence on factors affecting students achievement in low-and high-achieving urban high schools. Education and Urban Society, 45, 208-233. doi: 10.1177/0013124511406916. |
| [24] | Hill, H. C., Blazar, D., & Lynch, K. (2015). Resources for teaching: Examining personal and institutional predictors of high quality instruction. American Educational Research Journal, 1 (4), 1-23. doi: 10.1177/2332858415617703. |
| [25] | Leasure, J. F., & Sanchez-Fowler, L. (2011). Teaching strategies for students with low achievement in a christian school classroom. Journal of Research on Christian Education, 20, 155-181. doi:10.1080/10656219.2011.590714. |
| [26] | Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J., & Rubenstein, L. D. (2014). STEM high school administrators,' teachers,' and students' perceptions of curricular and instructional strategies and practices. Journal of Advanced Academics, 25, 272-306. doi: 10.1177/1932202X14527952. |
| [27] | Donaldson, M. L. (2013). Principals’ approaches to cultivating teacher effectiveness: Constraints and opportunities in hiring, assigning, evaluating, and developing teachers. Educational Administration Quarterly, 49, 838-882. doi: 10.1177/0013161X13485961. |
| [28] | Lee, C., & Picano, K. E. (2013). Accommodating diversity by analyzing practices of teaching (ADAPT). Teacher Education and Special Education, 36, 132-144. doi: 10.1177/0888406413483327. |
| [29] | Nomi, T., & Allensworth, E. M. (2013). Sorting and supporting: Why double-dose algebra led to better test scores but more course failures. American Educational Research Journal, 50, 756-788. doi: 10.3102/0002831212469997. |
| [30] | McCombs, J. S., Kirby, S. N., & Mariano, L. T. (2009). Ending social promotion without leaving children behind: The case of New York City. McGraw Hill. (n.d.). Retrieved August 10, 2014, from http://www.rand.org. |
| [31] | Nelson, S. W., & Guerra, P. L. (2014). Educators beliefs and cultural knowledge: Implications for school improvement efforts. Educational Administration Quarterly, 50, 67-95. doi: 10.3102/0034654313483907. |
| [32] | Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated Instruction: Making informed teacher decisions. The Reading Teacher, 66, 303-314. doi:10.1002/TRTR.01126. |
| [33] | Ratcliff, N. J., Jones, C. R., Costner, R. H., Knight, C., Disney, G., Savage-Davis, E., Sheehan, H., & Hunt. (2012). No need to wait for superman: A case study of one unique high school. Journal for the Education of the Gifted, 35, 391-411. doi: 10.1177/0162353212459256. |
| [34] | Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34-38. doi: 10.1080/000998655.2013.832130. |
| [35] | Mills, M, Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowelett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40, 331-348. doi:10.1080/03054985.2014.911725. |
| [36] | McDonald Connor, C., & Morrison, F. J. (2016). Individualizing student instruction in reading: Implications for policy and practice. Policy Insights from the Behavioral and Brain Sciences, 3, 54-61. doi: 10.1177/2372732215624931. |
| [37] | Chan, P. E., Graham-Day, K. J., Ressa, V. A., Peters, M. T., & Konrad, M. (2014). Beyond involvement: Promoting student ownership of learning in classrooms. Intervention in School and Clinic, 50, 2014. doi: 10.1177/1053451214536039. |
| [38] | Darrow, A. (2015). Differentiated instruction for students with disabilities: Using DI in the music classroom. General Music Today, 28, 29-32. doi: 10.11771048371314554279. |
| [39] | Brighton, M., Moon, T. R., & Huang, F. H. L. (2015). Advanced readers in reading first classrooms: Who was really “Left Behind?” Considerations for the field of gifted education. Journal for the Education of the Gifted, 38, 257-298. doi: 10.1177/0162353215592501. |
| [40] | Alavinia, P., & Farhady, S. (2012). Teaching vocabulary through differentiated instruction: Insights from multiple intelligences and learning styles. Modern Journal of Language Teaching Methods, 2 (4), 72-82. Retrieved from http://www.mjltm.com/. |
| [41] | Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed). Thousand Oaks, California: Sage. |
| [42] | Webb, A. (2015). Research interviews in the scholarship of teaching and learning. Transforming Dialogues: Teaching & Learning Journal, 8 (1), 1-8. Retrieved from http://www.kpu.ca/. |
| [43] | Goddard, Y., Goddard, R., & Kim, M. (2015). School instructional climate and student achievement: A examination of group norms for differentiated instruction. American Journal of Education, 122, 111-131. doi: 10.1086/683293. |
| [44] | Firmender, J. M., Reis, S. M., & Sweeny, S. M. (2013). Reading comprehension and fluency levels ranges across diverse classrooms: The need for differentiated reading instruction and content. Gifted Child Quarterly, 57 (1), 3-14. doi: 10.1177/00116986212460084. |
| [45] | Tomlinson, C. A. (2008). The goals of differentiated instruction. Educational Leadership, 66, 26-30. Retrieved from http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/The-Goals-of-Differentiation.aspx. |
| [46] | Marshall, K. (2016). Rethinking differentiated-Using teachers’ time most effectively. Phi Delta Kappan, 98, 8-13. doi: 10.1177/0031721716666046. |
| [47] | Santangelo, T., & Tomlinson C. A., (2012). Teacher educators’ perceptions and use of differentiated instructiona practices: An exploratory investigation. Action in Teacher Education, 34, 309-327. doi:10.1080/01626620.2012.717032. |
| [48] | Berrio Matamoros, A. (2016). Differentiated Instruction in Information Literacy Courses in Urban Universities: How Flipping the Classroom Can Transform a Course and Help Reach All Students. Urban Library Journal, 22 (1). Retrieved from http://academicworks.cuny.edu/ulj/vol22/iss1/1. |
| [49] | Tomlinson, C. A. (2015). Teaching for excellence in academically diverse classrooms. Society, 5, 203-209. doi: 10.1007/s12115-015-9888-0. |
| [50] | Tomlinson, C. A., & Javius, E. (2012). Teach up for excellence. Educational Leadership, 69, 28-33. Retrieved from http://www.ascd.org/publications/educationalleadership/feb12/vol69/num05/Teach-Up-for-Excellence.aspx. |
| [51] | Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52 (2), 31-47. doi:10.3200/PSFL.52.2.31-47. |
| [52] | Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55, 279-299. doi:10.1177/001698621142209. |
| [53] | Tobin, R., & Tippett, C. D. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics, 12, 423-443. doi: 10.1007/s10763-013-9414-z. |
| [54] | Avci, S., & Akinoğlu, O. (2014). An examination of the practices of teachers regarding the arrangement of education according to individual differences. International Journal of Instruction, 7 (2), 191-206. Retrieved from http://e-iji.net. |
| [55] | Turkan, S., & DaSilva Iddings, A. C. (2012). That child is yellow: New immigrant children’s conception of English language, literacy, and learners’ identities in the NCLB era. Theory into Practice, 51, 273-280. doi:10.1080/00405841.2012.726055. |
| [56] | Pham, H. L. (2012). Differentiated instruction and the need to integrate teaching and practice. Journal of College Teaching & Learning, 9 (1), 13-20. Retrieved from http://www.cluteinstitute.com/. |
| [57] | Tomlinson, C. (2002). Different learners, different lessons. Instructor, 112, 24-91. |
| [58] | Tricarico, K., & Yendol-Hoppey, D. (2012). Teaching learning through self-regulation: An exploratory study of alternatively prepared teachers’ ability to plan differentiated instruction in an urban elementary school. Teacher Education Quarterly, 39 (1), 130-158. Retrieved from http://www.caddogap.com. |
| [59] | Wu, E. H. (2013). The path to differentiation: An interview with Carol Tomlinson. Journal of Advanced Academics, 24, 125-133. doi: 10.1177/1932202X13483472. |
| [60] | Huebner, T. A. (February 2010). What research says about differentiated instruction? Educational Leadership, 67 (5), 79-81. Retrieved from http://www.ascd.org/Default.aspx. |
| [61] | Tomlinson, C. A., & Jarvis, J. M. (2014). Case studies of success: Supporting academic success for students with high potential from ethnic minority and economically disadvantaged backgrounds. Journal for the Education of the Gifted, 37, 191-219. doi:10.1177/0162353214540826. |
| [62] | Tzivinkov, S., & Papoutsaki, K. (2016). Studying teaching methods, strategies and best practices for young children with special needs. Early Child Development and Care, 186, 971-980. https//:10.1080/03004430.2015. |
| [63] | Weber, C. L., Johnson, L., & Tripp, S. (2013). Implementing differentiation: A school’s journey. Gifted Child Today, 36, 179-186. doi: 10.1177/1076217513486646. |
| [64] | Wu, Z., & An, S. (2016). Addressing challenges in urban teaching, learning and math using model-strategy-application with reasoning approach in linguistically and culturally diverse classrooms. Journal of Urban Learning Teaching and Research, 12, 47-60. Doi. |
| [65] | Chen, S., & Heron, S. S. (2014). Going against the grain: Should differentiated instruction be a normal component of professional development. International Journal of Technology in Teaching and Learning, 10 (1), 14-34. Retrieved from http://www.sicet.org/journals/ijttl/ijttl.html. |
| [66] | Martin, P. C. (2013). Role-plating in an inclusive classroom using realistic simulation to explore differentiated instruction. Issues in Teacher Education, 22 (2), 93-106. Retrieved from http://www1.chapman.edu/ITE/. |
| [67] | Rubenstein, L. D, Gilson, C. M., Bruce-Davis, M. N., & Jean Gubbins, E. (2015). Teachers’ reactions to pre-differentiated and enriched mathematics curricula. Journal for the Education of the Gifted, 38, 141-168. doi:10.1177/0162353215578280. |
| [68] | Berg, J. L., & Wehby, J. (2013). Preteaching strategies to improve student learning in content area classes. Intervention in School and Clinic, 49, 14-20. doi: 10.1177/1053451213480029. |
APA Style
Lyndon Fitzgerald Charles Sr., Michele Lorette Luard. (2018). Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement. Teacher Education and Curriculum Studies, 3(3), 20-33. https://doi.org/10.11648/j.tecs.20180303.11
ACS Style
Lyndon Fitzgerald Charles Sr.; Michele Lorette Luard. Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement. Teach. Educ. Curric. Stud. 2018, 3(3), 20-33. doi: 10.11648/j.tecs.20180303.11
AMA Style
Lyndon Fitzgerald Charles Sr., Michele Lorette Luard. Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement. Teach Educ Curric Stud. 2018;3(3):20-33. doi: 10.11648/j.tecs.20180303.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.tecs.20180303.11,
author = {Lyndon Fitzgerald Charles Sr. and Michele Lorette Luard},
title = {Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement},
journal = {Teacher Education and Curriculum Studies},
volume = {3},
number = {3},
pages = {20-33},
doi = {10.11648/j.tecs.20180303.11},
url = {https://doi.org/10.11648/j.tecs.20180303.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20180303.11},
abstract = {Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers’ perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers’ perceptions of differentiated instruction as an instructional strategy to address students’ needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students’ readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers’ perceptions of differentiated instruction as an instructional strategy to address lower third students’ needs in the planning and preparation of differentiated lessons affect implementation.},
year = {2018}
}
TY - JOUR T1 - Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement AU - Lyndon Fitzgerald Charles Sr. AU - Michele Lorette Luard Y1 - 2018/12/20 PY - 2018 N1 - https://doi.org/10.11648/j.tecs.20180303.11 DO - 10.11648/j.tecs.20180303.11 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 20 EP - 33 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20180303.11 AB - Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers’ perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers’ perceptions of differentiated instruction as an instructional strategy to address students’ needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students’ readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers’ perceptions of differentiated instruction as an instructional strategy to address lower third students’ needs in the planning and preparation of differentiated lessons affect implementation. VL - 3 IS - 3 ER -
Information
Email: