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

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In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualitative case study was to investigate how 7 regular education English teachers from 2 different schools described the ways they differentiated instruction for LEP students in their regular education classrooms. Data were collected by using open-ended questions, member checking, and reviewing documentary data they related to professional development on differentiation and then analyzed by transcribing and coding for emerging themes. Findings revealed that the participants wanted to have meaningful professional development where differentiated instruction is modeled for them in their content area with the time to implement and collaborate on the effectiveness of the lessons. Results of the project study will be shared at the local schools to encourage teachers to see the benefits of differentiated instruction with LEP students. This study has the potential for social change for English teachers, by revealing how to integrate differentiation, help students increase scores on required standardized tests, and thereby maximize their students' learning potential.

Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face-to-face instruction, and benefits and limitations of a computer-based approach. The study was a single case study design, with qualitative data from 10 participants; the tools included an attitudinal questionnaire, focus groups, and interviews. Data sources were triangulated and analyzed for emergent themes. The results showed that teachers perceived differentiation as a positive approach to meeting students' needs with a preference for a face-to-face approach because it provided direct contact with the student, but computer-based approach had an advantage in compiling data. The teachers faced challenges using face-to-face instruction, including time management, planning, administrative support, and lack of professional development opportunities. The challenges led to a recommendation for professional development. This study supports positive social change in that educators may apply the results to their efforts to develop student skills in reading, fluency, and comprehension, thus increasing students' opportunities for success and productivity in society.

A suburban middle school located in the southeastern United States included differentiated instruction and technology in all aspects of the curriculum. Teachers at this school received professional development on differentiated strategies; however, many teachers did not apply the strategies to assessments and continued to use traditional assessments despite the poor performance of their students on class evaluations. This qualitative case study, rooted in constructivist theories, examined middle school teachers' perceptions and use of alternative assessments. All 6th Language Arts teachers were selectively invited to participate in my study because they teach a core 6th grade subject, four teachers responded and consented to complete an open-ended survey on their use of assessments, to participate in individual interviews about their perceptions of alternative assessments, and to submit teacher lesson plans indicating assessment use. Descriptive analysis of the survey responses from the four Language Arts teachers revealed the participants infrequently differentiated their assessments. Content analysis of lesson plan assessments supported this finding, indicating that most evaluation activities included traditional tests and quizzes. Interview data were analyzed with typological coding and thematic analysis. Findings revealed that participants endorsed the effectiveness of alternative assessments of student learning, but used traditional assessments mostly due to ease of creation and grading. Participants noted that with increased collaboration, the use of alternative assessments could be supported. This study may promote social change at the study site and its school district by providing data to help plan and develop training focused on differentiated assessments, allowing teachers to share strategies and plan differentiated assessments that enhance student-centered learning environments.

Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.

Students in a local rural northeastern high school have demonstrated decreasing academic performance in social studies courses for the past 5 years. The purpose of this bounded qualitative case study of the local social studies department was to investigate how social studies teachers and administrators for grades 7-12 describe differentiated instruction (DI) and professional development in DI. This study was grounded in the zone of proximal development, which stressed the importance of providing instruction at students' instructional levels, and DI, which emphasized tailoring instruction to address students' needs. Three research questions focused on how social studies teachers and administrators viewed teachers' use of DI and described the professional development training for DI. Open ended interviews of 3 administrators and 9 secondary social studies teachers in the local school who volunteered to participate , observations of the teacher interviewees' classroom lessons, and reviews of documents related to instructional materials or professional development provided the data for the bounded case. The data were analyzed in an explanation building technique which flowed from the research questions. The findings indicated that the participants had positive perceptions of DI, the social studies teachers used DI strategies with struggling students and wanted effective professional development training and resources for using DI, and instructors wanted more administrative support. The results of this study may impact social change in the local school by providing effective DI techniques to use with struggling students. Professional development training in effective DI techniques may promote collaboration among the faculty and improve student performance in social studies.

Educators offer rich learning experiences to all students, including advanced learners. A school district experienced a decrease in improvement percentiles on annual state reading achievement tests for advanced middle school students between 2012 and 2015. Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction in a middle school that has a large percentage of advanced learners. The program was fully implemented for advanced 6th through 8th grade students beginning in the 2017-18 school year. Using a causal-comparative design, the archived reading scores of 120 advanced 6th through 8th grade students were compared pre and post implementation of Achieve 3000. A paired samples t test examining the overall effect of the intervention indicated that students' posttest scores were significantly higher than their pretest scores. A mixed design ANOVA was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (6th, 7th, and 8th) on students' scores. A significant time by grade interaction was present with 6th grade advanced learners showing significantly greater increases in reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program is effective for meeting the specialized differentiated instructional needs of advanced learners. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.

Se tomó la decisión de realizar este proyecto, por la tendencia de consumo de productos saludables en diversas partes del mundo. Para ello, se realizó una investigación, que arroja como finalidad desarrollar un plan de emprendimiento o negocio escalable, global, rentable e innovador; el cual deberá ser sostenible a partir de explotar la creatividad y la puesta en marcha de la innovación. Además, de considerar siempre los requerimientos de apertura del mercado. Nushuro se centra en clientes de sexo femenino o masculino, desde los 18 años hasta los 55 años, de los niveles socioeconómicos A y B, y a personas cuya alimentación es saludable. Asimismo, la propuesta de valor es brindar un producto único y diferenciado, esto es debido a que el Cushuro es un alga que posee diferentes cualidades nutritivas. El proyecto constara de tres etapas que serán previamente planteadas y validadas, las cuales comprenden la validación del problema de nuestro público objetivo, la validación de la propuesta mediante la aplicación del Concierge para evaluar el impacto en las ventas y, la validación de la rentabilidad y viabilidad financiera del proyecto, para un rango de 5 años. Para la viabilidad de este proyecto, se requiere de una inversión inicial de S/.18, 000, los cuales serán financiados mediante aportes de accionistas y un inversionista. Tras elaborar el análisis financiero, obtenemos que la Tasa Interna de Retorno (TIR) es del 37.42% y un Valor Actual Neto (VAN) de S/.18, 125.27, lo cual nos indica que el proyecto es viable. / The decision to carry out this Project was made due to the trend of consumption of healthy products in various parts of the world. For this purpose, an investigation was carried out, which aims to develop a scalable, global, profitable and innovative business or entrepreneurial plan; which must be sustainable from exploiting creativity and the implementation of innovation. In addition, we always consider the market opening requirements. Nushuro focuses on female or male clients from 18 years to 55 years of age, from socioeconomic levels A and B, and to people whose diet is healthy. Also, the value proposition is to provide a unique and differentiated product, this is because the Cushuro is an algae that has different nutritional qualities. The project will consist of three stages that will be previously proposed and validated, which include the validation of the problem of our target audience, the validation of the proposal through the application of the Concierge to evaluate the impact on sales and the validation of profitability and financial viability of the project, for a range of 5 years. For the viability of this project, an initial investment of S /.18, 000 is required, which will be financed by contributions from shareholders and an investor. After elaborating the financial analysis, we obtain that the Internal Rate of Return (IRR) is 37.42% and a Net Present Value (NPV) of S /.18, 125.27, which indicates that the project is viable. / Trabajo de investigación

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