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A Qualitative Investigation of Diffe...

Miller, Kristy.

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A Qualitative Investigation of Differentiated Instructional Strategies in Mixed Age Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Investigation of Differentiated Instructional Strategies in Mixed Age Classrooms./
Author:	Miller, Kristy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	110 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27955994
ISBN:	9798643180418

A Qualitative Investigation of Differentiated Instructional Strategies in Mixed Age Classrooms.
Miller, Kristy.

A Qualitative Investigation of Differentiated Instructional Strategies in Mixed Age Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 110 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Capella University, 2020.

This item must not be sold to any third party vendors.

Community colleges are full of what is known as nontraditional students. These students are diverse in many ways including age. Meeting the instructional needs of students in these mixed-age classes has been studied but few conclusions have been offered. Differentiated instruction has also been researched in a variety of K-12 settings as well as in foreign countries; however, there is very little research on using it in community college classrooms. This qualitative study focused on the experiences of instructors using differentiated instruction in mixed-age community college classrooms. Thirteen community college faculty from a large district in the Southwest participated in this study. Eleven of the faculty were full-time and two were part-time (adjunct) instructors. The faculty came from seven of the 10 schools in the district and taught a variety of subjects. Data was coded then analyzed based on three themes: mixed-age classrooms, differentiated instruction techniques, and professional development. It was concluded that although all 13 participants were using differentiated instruction, most had never realized they had such diverse ages in their classrooms. Faculty tried a variety of methods in their classrooms including lecture, PowerPoint, discussions/group work, worksheets/hand-outs, videos, hands-on activities, and technology. All 13 participants shared positive experiences using these varied methods and felt that changing styles of instruction helped to meet the needs of most of their students. The faculty that participated in the study did not learn their diverse teaching methods through their district or schools. Professional development in diverse instruction styles was done on their own or came from previous classroom experience. An argument could be made that instructors would benefit from professional development, at a local level, on differentiated instruction. Further research could be done to understand a correlation (or not) between age groups and certain types of differentiated instruction.

ISBN: 9798643180418Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Andragogy

A Qualitative Investigation of Differentiated Instructional Strategies in Mixed Age Classrooms.
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