La présente recherche vise à décrire les pratiques d’enseignement de la littératie au premier cycle du primaire en contexte montréalais d’enseignants considérés experts. Plus précisément, les trois objectifs de recherche consistent à décrire les pratiques d’enseignement de la langue écrite au premier cycle du primaire en contexte montréalais privilégiées par certains enseignants considérés experts (N=6) (objectif 1); à décrire les différentes formes de différenciation pédagogique privilégiées pour l’enseignement de la lecture et de l’écriture en contexte montréalais de certains enseignants considérés experts afin de répondre aux besoins variés de tous leurs élèves (objectif 2) et à étudier les liens possibles entre les pratiques d’enseignement de la langue écrite d’enseignants considérés experts et la progression de leurs élèves (N=100) du premier cycle du primaire en contexte montréalais, au regard de leur connaissance des correspondances phonographiques et de la norme orthographique (objectif 3). Afin de répondre aux objectifs, deux entretiens ont été menés auprès des enseignantes, de même que deux observations en classe, une à l’automne et une au printemps. Pour leur part, les élèves ont été soumis à deux tâches d’écriture à deux reprises durant l’année (une tâche de production de mots et une tâche de production de texte) permettant de mesurer leur progression en cours d’année relativement à leurs connaissances des correspondances phonographiques et de la norme orthographique. Nos résultats nous ont permis de recueillir des pratiques très diversifiées et conduites avec une fréquence fort différente d’une enseignante à l’autre. La densité des contenus abordés en classe diffère également beaucoup entre les enseignantes. En lien avec le modèle du multi-agenda de Bucheton et Soulé (2009), les cinq composantes constituant la matrice de l’activité de l’enseignant se retrouvent dans toutes les classes, mais ces préoccupations n’occupent pas toutes la même place dans les pratiques des enseignantes de la recherche. Nos résultats indiquent aussi que toutes les enseignantes différencient leur enseignement, mais de façon variable. Il semble que ce soit la différenciation des processus, des contenus et des structures qui soit la plus aisée à mettre en place en classe. En lien avec notre adaptation du modèle de différenciation pédagogique de Caron (2008), il semble que ce soit la diversification et l’offre de choix qui sont mobilisées le plus fréquemment. Les mesures d’adaptation sont rarement mises en avant dans les pratiques de classe, tandis que les mesures d’individualisation n’ont pas été constatées. En ce qui a trait aux résultats des élèves aux tâches en écriture, nos résultats indiquent que deux groupes se démarquent parmi les six. En effet, c’est dans ces deux classes que la plus forte progression est constatée. Les pratiques des enseignantes de ces deux classes sont très diversifiées et elles sont les seules à mettre en avant dans leurs pratiques tous les dispositifs dont il est question en entretiens. De plus, les contenus enseignés sont denses, ce qui est réputé pour caractériser les pratiques des enseignants efficaces (Hall, 2003). De même, ces deux enseignantes offrent un étayage de grande qualité à leurs élèves et maîtrisent parfaitement le pilotage des tâches. La présente recherche peut servir à apporter un éclairage nouveau sur les pratiques de littératie des enseignants considérés experts afin de mieux comprendre leurs pratiques, de même que la place qu’ils accordent à la différenciation pédagogique. / The present research document aims to describe the practices of literacy of teachers considered as experts in an early elementary school context in Montreal. Specifically, the three research objectives of our work are as follows: describe the teaching practices applied to written language used by some teachers considered as experts (N = 6) in an early elementary school context in Montreal (objective 1); describe the various types of differentiated teaching selected by some teachers considered as experts in a Montreal-specific context to teach reading and writing skills according to the varying needs of their students (objective 2); and investigate possible links between the teaching practices applied to the acquisition of writing skills used by teachers considered as experts and the progress made by their students (N = 100) in the first cycle of elementary school in a Montreal, in terms of their knowledge of phonographic relationships and the spelling standard (objective 3). In order to meet these goals, we conducted two interviews with teachers, and ran two classroom observations, one in the fall and the other in spring. For their part, students were subjected to two writing tasks twice during the year (one aimed at word generation and the other at text production) to measure their progress during the year as it relates to their knowledge of phonographic relationships and to the spelling standard. Results showed that teaching practices as well as frequency vary greatly from one teacher to another. The richness of the material presented in class also differs greatly. In accordance with the multi-agenda model of Bucheton and Soulé (2009), the five components of the activity matrix of the teacher were found in all classes, but did not have the same importance for every one of the teachers engaged in our research. The results also indicate that all teachers differentiate their teaching, although at varying degrees. It seems that differentiation of processes, of contents and of structures is the easiest factor to implement in the classroom. In line with our adaptation of Caron’s model of differentiated instruction (2008), it seems that the elements that were most mobilized were diversification and the offering of choices. Adaptation measures were seldom emphasized in classroom practices, while no measures of individualization were observed. In regard to student performance in writing tasks, our results indicate that two groups stand out among the six. Indeed, it is in these two classes that we observed the greatest increase. Practices used by the teachers in these two classes were very diverse and they were the only ones who used all of the methods discussed in interviews. Furthermore, the content of the course was rich, a characteristic of effective teaching practices (Hall 2003). Similarly, these two teachers offered their students a high quality scaffolding and mastered coaching tasks. This research can be used to shed new light on the practices of literacy used by teachers that are considered as experts in order to better understand these practices, as well as the importance given to differentiated instruction.

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This multiple case, qualitative study explored the experiences of six early childhood teachers as they implemented a structured, differentiated literacy framework (The Daily Five™) in a rural northeast Tennessee school system. This study investigated teachers’ perceptions of professional development, specifically the professional development components of coaching including ongoing online discussion, collaboration, and reflective journaling, on changing their literacy planning and instruction. Data were collected through interviews, journal entries, and transcribed meeting conversations. Findings revealed that teachers perceived coaching and collaboration as instrumental professional development components that directly contributed to changing their literacy planning and instruction. Both coaching and collaboration offered necessary support for teachers to feel successful as they made changes in thinking and practice. However, teachers did not find the reflective practice of journaling helpful as they sought to make changes in planning and instructional strategies. The results of this study are significant for teachers and administrators as they seek to increase meaningful professional development aimed at improving literacy instruction.

Despite a rural Georgia school district's effort to increase the academic performance of all students, the achievement gap persists between general education and special education students. The purpose of the study was to explore what factors hindered coteachers from consistently applying differentiated instruction in elementary inclusion classrooms. The conceptual framework for the study emanated from Vygotsky's social development theory as it related to teachers learning from each other through professional collaboration. The research questions explored coteachers' perceptions about differentiated instruction for students with disabilities. Using a case study methodology and purposeful sampling of 6 general education and 6 special education teachers, who met the criteria and agreed to participate, qualitative data were gathered through surveys, semistructured teacher interviews, and lesson plan documentation. Open-ended surveys, transcribed interviews, and lesson plans were coded and analyzed through open and axial coding to generate themes. The major themes identified included teacher perceptions of differentiated instruction, implementing differentiated instructional practices, and supports needed for successful differentiated instructional practices. The findings indicated a need for a systematic approach to professional development on differentiated instructional strategies to improve educational growth for students with disabilities. The recommended professional development may contribute to positive social change by increasing coteachers' impact on the learning environment for special needs students. This increased impact may lead to higher graduation rates and more self-sufficiency among students.

The past decade has seen a significant increase in the emergence of English Language Learners (ELLs) in the United States. Nationally, a disparity in achievement exists between ELLs and non-ELLs. Relatedly, this problem was evident in a northeastern school district, where ELLs had not made Adequate Yearly Progress 2 years in a row. The purpose of this study was to examine how much time English as Second Language (ESL) teachers spend on a variety of best instructional practices. Constructivism, Vygotsky's zone of proximal development, and Tomilinson's differentiated instruction were the frameworks used to guide this research. A within-group design was utilized to identify how much time 25 ESL educators spent on 5 types of instructional practices. The Survey of Instructional Practices for ESL/ELD Teachers for Grades K-12 was used to collect data. A 1-way analysis of variance revealed statistically significant differences between the amounts of time ESL teachers spent on the 5 instructional practices. The greatest time was spent on individualized instructional activities and a variety of educational tasks. Less time was spent on small group activities, and the least amount of time was spent on inquiry-based activities and technology activities. Findings supported the creation of a professional development for ESL teachers at the local site focusing on (a) best instructional practices for teaching ESL students, (b) professional learning community network of support, and (c) resources to support educators in their lesson planning of instructional activities. The study findings and culminating project may positively affect social change by improving ESL instruction at the local site and ultimately decreasing the disparity in achievement between ELL and non-ELL students.

School personnel are concerned that reading gaps of grade 3 and grade 4 students have persisted in 4 rural elementary schools in the southern United States despite the use of ability grouping to improve student reading proficiency scores. Between the 2014-2016 school years, less than 50% of students in grades 3 and grade 4 scored at the proficient level in reading at the 4 target rural schools. The purpose of this qualitative case study was to examine the teachers' and administrators' perceptions regarding the influence of grouping on the reading performance of students in grades 3 and 4. Using Vygotsky's framework, the research investigated teachers' and administrators' perceptions of grouping and nongrouping in relation to students' reading progress, socioeconomic status, and achievement gaps between minority and non-minority students. Using purposeful sampling, interview data were collected from 4 administrators who met the criteria of working in a target site that used ability and nonability grouping. Teacher data came from focus groups, and surveys from 15 teacher participants who met the criteria of being certified in English Language Arts, and assigned to Grades 3 and/or 4 in ability or nonability grouping environments. Using emergent coding, themes supported the findings that assessment strategies are positively and negatively perceived, nonability grouping is preferred, reading achievement is perceived as higher in nonability grouping, and gaps in learning are influenced by socioeconomic status. Based on this research the use of nonability grouping may promote greater positive social change that will enhance student success in reading.

Differentiated instruction is a pedagogical method used by classroom teachers to enhance student learning. Researchers have described how students benefit from differentiated lessons, but have not explored the relationship between teachers' perceptions of differentiation and student success. This gap is problematic because teachers' instruction directly affects student achievement. The purpose of this hermeneutic phenomenological study was to explore how elementary (K-5) teachers define, familiarize, use, and perceive differentiation. The conceptual framework was rooted from a synthesis of ideas found in current refereed literature, and the educational concepts and constructionist theories of Piaget and Vygotsky. Purposeful sampling identified 12 participants for individual or focus group interviews. Data were analyzed through an interpretative analysis of open, axial, and selective coding; interpretations were subject to member checking to bolster trustworthiness. The findings revealed that teacher participants understood the textbook definition of differentiated instruction and focused on student grouping to create differentiated classrooms. Despite that understanding of differentiation, participants perceived differentiation as time consuming and challenging due to a lack of materials and diverse populations. Implications for social change focus on mindset and instruction. Administrators and teachers may use these findings to broaden the definition of differentiation. Furthermore, teachers may use this study to gain insight of their personal perception of differentiation, identify materials, and commit to improved pedagogical practices that focus on its versatility in classrooms and improve student learning. Teachers may consider the participants' experiences and change their own existing classroom environments, thus improving student successes.

Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.

The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.