東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Elementary (K-5) Teachers' Perceptio...

Maddox, Christopher.

FindBook

Google Book

Amazon

博客來

Elementary (K-5) Teachers' Perceptions of Differentiated Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary (K-5) Teachers' Perceptions of Differentiated Instruction./
作者:	Maddox, Christopher.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	209 p.
附註:	Source: Dissertations Abstracts International, Volume: 76-09, Section: A.
Contained By:	Dissertations Abstracts International76-09A.
標題:	Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685629
ISBN:	9781321619621

Elementary (K-5) Teachers' Perceptions of Differentiated Instruction.
Maddox, Christopher.

Elementary (K-5) Teachers' Perceptions of Differentiated Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 209 p.

Source: Dissertations Abstracts International, Volume: 76-09, Section: A.

Thesis (Ph.D.)--Walden University, 2015.

This item must not be added to any third party search indexes.

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.

ISBN: 9781321619621Subjects--Topical Terms:

3432465
Instructional Design.
Subjects--Index Terms:

Differentiated instruction

Elementary (K-5) Teachers' Perceptions of Differentiated Instruction.
LDR:03241nmm a2200409 4500 001 2266486
005 20200612094500.5
008 220629s2015 ||||||||||||||||| ||eng d
020 $a 9781321619621
035 $a (MiAaPQ)AAI3685629
035 $a (MiAaPQ)waldenu:15838
035 $a AAI3685629
040 $a MiAaPQ $c MiAaPQ
100 1 $a Maddox, Christopher. $3 3543685
245 1 0 $a Elementary (K-5) Teachers' Perceptions of Differentiated Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 209 p.
500 $a Source: Dissertations Abstracts International, Volume: 76-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hinrichs, Joeann.
502 $a Thesis (Ph.D.)--Walden University, 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
590 $a School code: 0543.
650 4 $a Instructional Design. $3 3432465
650 4 $a Elementary education. $3 641385
653 $a Differentiated instruction
653 $a Differentiation
653 $a Individualized instruction
653 $a Inquiry based education
653 $a Teacher perceptions
653 $a Teacher training
690 $a 0447
690 $a 0524
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 76-09A.
790 $a 0543
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685629