The purpose of this case study was to explore what elementary teachers in an urban school district understand and implement as differentiated instruction and the role of learning styles. While there is much research that supports the implementation of differentiated instruction based on learning styles and learning levels to increase student achievement (Grasha, 2002; Patton, 1987), there is limited research that aligns the teachers understanding, implementation, and reflection on pedagogical differentiated practices within the classroom.
As an employee of the study district, a former teacher within the district, and a former supervisor of the school, I defined my role as the researcher, obtained participants from within the schools, and examined the process teachers used to differentiate instruction.
To better understand teachers perspectives about differentiated instruction as it related to students learning style and students learning level compared to theoretical and pragmatic understandings outlined in research literature, I used walk-throughs, surveys, teachers lesson plans, teachers videoed taped lessons, teachers reflection journal, and recorded interviews. With the knowledge obtained from this process, I provide recommendations for future directions for district implementation of differentiated instruction in the classroom to increase student achievement. I also provide reflective practices that support teachers pedagogical improvement for the implementation of differentiated instruction and the development of reflective pedagogical practice to increase student achievement (Schmoker, 2010).
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-11142016-110108 |
| Date | 14 December 2016 |
| Creators | Rutledge, Sharmayne Raby |
| Contributors | Martin, Lori, Mitchell, Roland, Byo, Jim, Fasching-Varner,Kenneth |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-11142016-110108/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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