Identifying an effective instructional strategy to remediate struggling readers is a goal for educators. Differentiated instruction (DI) has received much attention as a possible strategy to rectify literacy problems, but quantitative research on its effectiveness is limited. This quantitative study used a quasi-experimental, nonequivalent, pretest-posttest design to determine if DI provided a significant difference in reading comprehension scores between struggling readers instructed with DI strategies and students instructed with whole group strategies. Philosophies grounded in cognitive constructivism constituted the theoretical framework for this study which examined the archival STAR reading assessment pre- and posttest instructional reading level scores of 120 regular education 4th graders enrolled in a Title I school during the 2012 - 2014 school years. According to the 1-way analysis of covariance, the difference in post mean scores of the 2 groups was not significant, although the standard deviation for both groups were high, suggesting that students' learning was connected to unexamined intra-individual differences rather than teaching method. Results and recommendations from this study might inform educators and stakeholders on the approaches to remediate struggling readers and the strategies to secure effective tutors for extended school hours and parental workshops. Addressing the needs of diverse learners in today's classrooms will help promote social change by decreasing the achievement gap that persists between struggling and proficient readers and increasing the number of students prepared to compete in a global society.

This study investigated the role of both arts-integrated instruction (art activities as part of math instruction) and teacher immediacy (teacher caring behaviors) levels on students' math achievement. Although students from low socio-economic culturally diverse school districts have shown improvement in academic test scores, their scores are still significantly lower than scores of students from other school districts. Research has shown that when there is an increase in teacher immediacy, students' academic success increases. Despite this known correlation, there is a lack of literature on the ways that arts integration, combined with teacher immediacy, can affect academic success. Constructivist theories, experiential learning building upon what the student knows and hands on activities, were the framework for this study. The sample population for this quantitative study was high school students from a low-socioeconomic, culturally diverse school district. Data from a student survey (n=119) were entered into a hierarchical multiple regression analysis to determine whether measures of teacher immediacy and arts integration predicted students' New Jersey Assessment of Skills and Knowledge standardized math scores. The results did not allow for rejection of the null hypotheses, contradicting past research for both the arts and teacher immediacy on academic success. Due to the limitations of this study, further research is needed to determine the relationship between arts-integrated lessons and teacher immediacy on students' success in culturally diverse low-socioeconomic school districts with low academic achievement.

The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior Support Implementation as it relates to the recidivism rates of students of color in the in-school suspension setting. Over the course of one school year, the perceptions of seven middle school teachers, three parents, and two administrators were explored in a suburban middle school in Southeast Texas. Although In-school suspension programs exist in every American public school to some degree, little research has been done in regards to the academic outcomes associated with those who are frequently placed in this campus based disciplinary alternative educational placement. In many of these "placement" many of the students assigned are not afforded access to instructional materials, supplies, or a certified teacher. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have been done to understand how the current practices in in-school suspension contribute to the achievement gap specifically among students of color. This study examined key stakeholder's perceptions of School-Wide Positive Behavior Supports, and In-school suspension as a vehicle for referral reduction and removal of middle school students from their academic setting. The participants were "key-stakeholder" parents, teachers, and administrators who educate students at Caden Middle School. Findings from this problem of practice indicated that not only was the campus not imploring consistent practices and interventions related to and promoted by the SWPBS system in the in-school suspension setting, many of the staff members teachers and administrators alike did not adhere to the philosophical tenants of the SWPBS within the general classroom setting. The research presented in the record of study, identified gaps in both perceptions and understanding among key stakeholders in regards both in-school suspension and the school-wide positive behavior support systems at Caden Middle School. Results of this from this problem of practice found a severe disconnect in understanding the purpose and rationale of SWPBS among the administrators, teachers, and parents that participated in this study. Furthermore, the variance in the "self-sense making" done by each of the stakeholder groups after campus leadership failed to communicate, support, and sustain district expectations for program implementation with fidelity. Initiatives implemented through the investigation of the questions related to this problem of practice assisted in providing relevant professional development to re-solicit teacher and staff buy-in, prioritization of organization goals, and engaging teacher leadership to re-implement SWPBS to countermand system practices that were contrary to the district's original expectations.

The primary purpose of this Delphi study was to determine which of the research-identified differentiated instructional elements are the most effective for improving student performance as perceived by secondary principals in 2A to 5A 2009 ―Exemplary‖ public high schools in Texas. A secondary purpose for this study was to determine what additional differentiated instructional elements are perceived by this study‘s targeted principals as being critical for student success. The researcher obtained feedback during three Delphi survey rounds from the twenty-four member expert panel regarding which of the research-identified differentiated instructional elements they perceived to be the most effective for improving student performance. The differentiated instructional elements presented in the survey were based upon a sound theoretical framework resulting from a review of existing research on differentiated instruction. After Round Three, consensus was reached, and the data collection period ended. Each of the surveys for the study, as well as the statistical analysis, can be found in the appendices of this dissertation. The findings of this study determined that using a variety of resources, as well as a variety of strategies, were the top-ranked research-identified differentiated instructional elements that the expert panel perceived to be the most effective for improving student performance. In addition, panelists agreed that the differentiated instructional elements already identified in existing research, as presented in this study, are comprehensive and sufficient for improving student performance. Without a doubt, the conclusions and recommendations of this study could extend the current knowledge base by promoting the use of the most effective research-identified differentiated instructional elements to improve student performance. Furthermore, the implications of the study will be invaluable for ongoing professional development, principal and teacher preparation programs, and for those in the field seeking to improve their daily educational practices for student impact.

Title from second page of PDF document. Includes bibliographical references (p. 118-123).

The purpose of this study was to discover and describe how two teachers effectively interacted with and differentiated instruction for students who displayed off-task behaviors in the classroom. Through the use of observations and interviews, I described how two teachers interacted with students who display high-frequency, low-intensity off-task behaviors; identified strategies these effective teachers used in dealing with these behaviors; described where the teachers’ behaviours, attitudes, and practices lay on the Preventive-Restorative (P-R) continuum of beliefs of inclusion; and discovered how the teachers’ self-efficacy is related to P-R orientations and effective teaching behaviors. The teachers were chosen based on their principals’ belief in their effectiveness in dealing with off-task behaviours. The principal and the teacher collaboratively chose the students who displayed off-task behaviours on a consistent basis. The findings of this study confirm the existing research; the two teachers, whose beliefs lay on the preventive end of the continuum of beliefs of inclusion, tended to use effective teaching practices; these beliefs and practices were related to the teachers’ beliefs of their capability in being able to effectively help their students; these two teachers, who have preventive beliefs and high efficacy beliefs, interact in ways that are beneficial to students who display off-task behaviours. The common themes that emerged through the analysis of both teachers’ data included the belief in and the use of differentiated instruction; the belief in the importance of having a positive classroom environment; the practice of ensuring student engagement; the teachers’ use of their knowledge about students; and the teachers’ beliefs about inclusion and efficacy beliefs. The diversity of the teachers and their classroom contexts resulted in some differences in the findings, which are also discussed. This research extends previous research about teachers’ beliefs about inclusion and efficacy beliefs to teaching practices used for and interactions with students who display off-task behaviours. The findings also extend previous research revealing a relationship between teachers’ beliefs about inclusion and the belief in the importance of creating a positive classroom environment. Implications of this research for practice and for future research are discussed. / Thesis (Master, Education) -- Queen's University, 2010-08-26 09:43:54.336

The aim of the study was to investigate how teachers of English in secondary schools experience the challenge of adapting their instruction to meet their students’ differences and needs as learners. Its ultimate purpose was to provide useful information for the development of English teaching and learning practices. As a means to achieve this, six active secondary school teachers of English, working at different schools located in Central Sweden, were interviewed. The method used to collect data was semi-structured interviews, rendering the study qualitative in nature. The concrete research questions posed were the following: What attitudes do the English teachers have towards ability grouping? How do the English teachers experience the challenge of instructing students with different needs as learners? The results indicated that there were rather divergent attitudes among the teachers towards ability grouping. Although, most participants could see that ability grouping would be advantageous in the sense that it would facilitate the teaching situation. A one-size-fits-all type of instruction seemed to be employed by most teachers in the study, where “tailoring” was used to adapt instruction. The study concluded that there were some teachers who seemed to face these challenges more effectively than others, which was also visible in the way they perceived their success in doing so.

abstract: This action research addressed teacher effectiveness in supporting students’ critical thinking skills by implementing differentiated instructional strategies in eight 3rd- and 4th-grade, self-contained, inclusive classrooms. This study addressed how third- and fourth-grade teachers perceived their instructional effectiveness, how differentiated instructional strategies influence third- and fourth-grade teachers, and how third- and fourth-grade teachers make further use of differentiated instruction to support students’ critical thinking skills across cultures, linguistics, and achievement levels to increase student achievement. Out of the enrollment in a southwest Phoenix elementary school, there was a 35% mobility rate; 76%, free and reduced lunches; 35%, Spanish-speaking homes; 10%, ELL services; and 10%, special education. The school was comprised of 52 certified teachers, out of which there were five related arts teachers, and four teachers who served gifted and special education students. Participants included all eight third- and fourth-grade teachers, 75% female and 25% males; 75% identified as Caucasian and 25% Hispanic/Latina, middle-class citizens. Professional development training was provided to these eight individual teachers during four months on differentiated instructional strategies to support students’ critical thinking. At this study’s beginning, these teachers perceived an obstacle to supporting students’ critical thinking as they struggled to learn new curriculums. Persevering through this challenge, teachers discovered success by implementing design-thinking, developing students’ growth mindsets, and utilizing cultural responsive teaching. These teachers identified three differentiated instructional strategies which impacted students’ academic progress: instructional scaffolds, collaborative group work, and project-based learning. Building upon linguistic responsive teaching, cultural responsive teaching, and Vygotsky’s socio-cultural theory, teachers revealed how to support students’ critical thinking through the use of graphic organizers, sentence frames, explicit instructions, growth mindsets, cultural references, and grouping structures. In addition, the outcomes demonstrated teachers can make further use of differentiated instruction by focusing on instructional groups, teachers’ mindsets, and methods for teaching accelerated learners. This study’s results have implications on teachers’ perception toward using differentiated instructional strategies as a viable method to support the multiple ways all students learn. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Classrooms in Sweden are heterogeneous and this is acknowledged in the curriculum, stating that all students have an equal right to education at their own level. Teachers must, therefore, design their teaching plan taking this into account. Previous investigations have shown that the Swedish schools do not fulfill this completely for advanced students. The objective of this study was to examine how Swedish teachers differentiate their English as foreign language (EFL) lessons to reach the advanced English students in the lower grades, what challenges they experiences and how they assess the students’ learning outcomes. Information was obtained through a survey and semi-structured interviews with preschool class and grade 1-3 teachers. The survey and question about participation in an interview, was emailed to schools in 74 randomly chosen municipalities all across Sweden. A total of 156 answers to the survey and five interviews are included in the analyses. The results show that the majority of teachers with experience of advanced students differentiate instruction, by using several different strategies; they experience several challenges, the heterogeneous class room as the most common; and, they assess that differentiated instruction has a small positive effect on the advanced students’ learning outcomes in general.

The purpose of this exploratory case study was to explore and describe foundation phase teachers’ viewpoints on the viability of response to intervention (RTI) in their school context. The conceptual framework supporting this study was guided by sociocultural and social constructivist perspectives on learning and included the concepts of mediation, zone of proximal development, scaffolding and differentiated instruction which are concepts that underpin an RTI approach. Guided by an interpretivist paradigm, this qualitative case study provided insight into the viewpoints of nine foundation phase teachers on whether they believed an RTI approach could be viable within their own school context. The findings suggest that the participants envision numerous challenges in the implementation of RTI in their school context. They believe that a lack of resources and challenges associated with the curriculum could potentially prevent the effective implementation of RTI components and therefore decrease the viability of RTI in their school context. The participants believe that if certain challenges, such as a lack of time and a lack of qualified teaching staff, could be addressed and overcome, then an RTI approach could become viable in their school context. They believe an effective RTI implementation could yield benefits associated with improved overall learning in the classroom. Furthermore, the participants believe that RTI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they currently perceive as a challenge in their learner support practices. / Dissertation (MEd)--University of Pretoria, 2020. / Educational Psychology / MEd / Unrestricted