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Study of differentiated instruction ...

Bricker, Darlene J.

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Study of differentiated instruction practices in a teacher preparation program serving Native Americans in Montana.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Study of differentiated instruction practices in a teacher preparation program serving Native Americans in Montana./
Author:	Bricker, Darlene J.
Description:	244 p.
Notes:	Adviser: Christina Dawson.
Contained By:	Dissertation Abstracts International69-02A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297459
ISBN:	9780549461401

Study of differentiated instruction practices in a teacher preparation program serving Native Americans in Montana.
Bricker, Darlene J.

Study of differentiated instruction practices in a teacher preparation program serving Native Americans in Montana. - 244 p.

Adviser: Christina Dawson.

Thesis (Ed.D.)--Walden University, 2008.

Faced with the challenge of addressing the learning needs of the Native American student, Montana teacher education programs must engage their preservice teachers in research based practices such as differentiated instruction (DI). Teachers cannot teach content in isolation nor ignore the background knowledge and experiences our students bring to the classroom. Meaning is established in a variety of ways. The challenge is educating our preservice teachers in the understanding of how their prospective students construct knowledge and strategies that encourage this. This mixed method study addressed three research questions focused on the teaching practices of faculty members in a teacher education program comprised of a large percentage of Native American students. It explored how faculty members taught the use of DI to preservice teachers, if or how they modeled DI and the perceptions teacher candidates held regarding their instructors' use of this strategy. The student participants completed a survey conducted in a single stage using random sampling. The results were analyzed using SPSS and a one way ANOVA. Course syllabi were analyzed; faculty members interviewed in depth, and all qualitative data coded for emerging themes. Elementary and secondary education faculty had opposing views concerning the importance of pedagogy versus content knowledge. Preservice teachers did not see the implementation of DI to the extent faculty reported its use. Social change implications include amendments to outdated university teaching practices as well as increased preservice teachers' effectiveness in addressing the diverse needs of future students considered to be most at risk.

ISBN: 9780549461401Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Study of differentiated instruction practices in a teacher preparation program serving Native Americans in Montana.
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020 $a 9780549461401
035 $a (UMI)AAI3297459
035 $a AAI3297459
040 $a UMI $c UMI
100 1 $a Bricker, Darlene J. $3 1278808
245 1 0 $a Study of differentiated instruction practices in a teacher preparation program serving Native Americans in Montana.
300 $a 244 p.
500 $a Adviser: Christina Dawson.
500 $a Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0485.
502 $a Thesis (Ed.D.)--Walden University, 2008.
520 $a Faced with the challenge of addressing the learning needs of the Native American student, Montana teacher education programs must engage their preservice teachers in research based practices such as differentiated instruction (DI). Teachers cannot teach content in isolation nor ignore the background knowledge and experiences our students bring to the classroom. Meaning is established in a variety of ways. The challenge is educating our preservice teachers in the understanding of how their prospective students construct knowledge and strategies that encourage this. This mixed method study addressed three research questions focused on the teaching practices of faculty members in a teacher education program comprised of a large percentage of Native American students. It explored how faculty members taught the use of DI to preservice teachers, if or how they modeled DI and the perceptions teacher candidates held regarding their instructors' use of this strategy. The student participants completed a survey conducted in a single stage using random sampling. The results were analyzed using SPSS and a one way ANOVA. Course syllabi were analyzed; faculty members interviewed in depth, and all qualitative data coded for emerging themes. Elementary and secondary education faculty had opposing views concerning the importance of pedagogy versus content knowledge. Preservice teachers did not see the implementation of DI to the extent faculty reported its use. Social change implications include amendments to outdated university teaching practices as well as increased preservice teachers' effectiveness in addressing the diverse needs of future students considered to be most at risk.
590 $a School code: 0543.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Native American Studies. $3 626633
690 $a 0530
690 $a 0727
690 $a 0740
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 69-02A.
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790 1 0 $a Dawson, Christina, $e advisor
790 1 0 $a Wattam, Donald $e committee member
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297459