東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Middle School Teacher Beliefs about ...

Wenzel, Marcus Fredrick-Lynn.

Linked to FindBook

Google Book

Amazon

博客來

Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices./
Author:	Wenzel, Marcus Fredrick-Lynn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286094
ISBN:	9780355084559

Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices.
Wenzel, Marcus Fredrick-Lynn.

Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 202 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--Portland State University, 2017.

Diversity across U.S. classrooms is on the rise which is leading to renewed calls for teachers to meet individual learning needs. Studies indicate the failure to address individual learning needs can lead to higher rates of student disengagement, off-task behaviors, and diminished learning outcomes. Differentiated instruction is an approach to teaching that meets the growing diversity of individual learning needs by considering students' readiness, interest, and learning styles. Differentiated instructional approaches help teachers meet individual learning needs by allowing them to modify instruction as needed. However, despite the apparent benefits of differentiated instruction, teachers are hesitant to abandon other educational models. Research has shown beliefs about student learning influence teachers classroom practices. If teachers do not possess beliefs supporting differentiated classroom practices, then calls for additional implementation may go unheeded. Thus it is important to examine teacher beliefs that may help or hinder implementation of differentiated instructional practices. The purpose of this study was to explore teacher beliefs connected to teaching, learning, and differentiated instruction in diverse classrooms. This study used qualitative case study methodologies to interview, survey, and observe the beliefs and practices of four white, female, veteran middle level educators operating in diverse classroom settings. Data analysis led to the identification of revealed the following themes: (a) differentiated instruction is considered essential, (b) teachers' diversity definitions influenced their differentiated instructional strategies, (c) the classroom environment influences teachers self-efficacy, and (d) professional development sessions support differentiated instructional practices. Conclusions drawn from this study may be used to help improve teacher practices---and ultimately learner outcomes ---by informing teacher preparation and professional development, state and local educational policies, and curricular reform efforts.

ISBN: 9780355084559Subjects--Topical Terms:

516579
Education.

Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices.
LDR:03101nmm a2200313 4500 001 2154928
005 20180426101948.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355084559
035 $a (MiAaPQ)AAI10286094
035 $a (MiAaPQ)psu:11814
035 $a AAI10286094
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wenzel, Marcus Fredrick-Lynn. $3 3342666
245 1 0 $a Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Dannelle D. Stevens.
502 $a Thesis (Ed.D.)--Portland State University, 2017.
520 $a Diversity across U.S. classrooms is on the rise which is leading to renewed calls for teachers to meet individual learning needs. Studies indicate the failure to address individual learning needs can lead to higher rates of student disengagement, off-task behaviors, and diminished learning outcomes. Differentiated instruction is an approach to teaching that meets the growing diversity of individual learning needs by considering students' readiness, interest, and learning styles. Differentiated instructional approaches help teachers meet individual learning needs by allowing them to modify instruction as needed. However, despite the apparent benefits of differentiated instruction, teachers are hesitant to abandon other educational models. Research has shown beliefs about student learning influence teachers classroom practices. If teachers do not possess beliefs supporting differentiated classroom practices, then calls for additional implementation may go unheeded. Thus it is important to examine teacher beliefs that may help or hinder implementation of differentiated instructional practices. The purpose of this study was to explore teacher beliefs connected to teaching, learning, and differentiated instruction in diverse classrooms. This study used qualitative case study methodologies to interview, survey, and observe the beliefs and practices of four white, female, veteran middle level educators operating in diverse classroom settings. Data analysis led to the identification of revealed the following themes: (a) differentiated instruction is considered essential, (b) teachers' diversity definitions influenced their differentiated instructional strategies, (c) the classroom environment influences teachers self-efficacy, and (d) professional development sessions support differentiated instructional practices. Conclusions drawn from this study may be used to help improve teacher practices---and ultimately learner outcomes ---by informing teacher preparation and professional development, state and local educational policies, and curricular reform efforts.
590 $a School code: 0180.
650 4 $a Education. $3 516579
650 4 $a Middle school education. $3 969762
650 4 $a Pedagogy. $3 2122828
690 $a 0515
690 $a 0456
690 $a 0450
710 2 $a Portland State University. $b Education. $3 2049819
773 0 $t Dissertation Abstracts International $g 78-12A(E).
790 $a 0180
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286094