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Caught in the middle: Teachers’ perceptions of differentiated instruction in the middle school

Joy Clauson, Suzy Dees, Julie Nourie. Caught in the middle: Teachers’ perceptions of differentiated instruction in the middle school. What you see and hear depends a good deal on where you are standing; it also depends on what sort of person you are . ~ C.S. Lewis Julie. Problem - Suzy.

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Caught in the middle: Teachers’ perceptions of differentiated instruction in the middle school

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  1. Joy Clauson, Suzy Dees, Julie Nourie Caught in the middle:Teachers’ perceptions of differentiated instruction in the middle school

  2. What you see and hear depends a good deal on where you are standing; it also depends on what sort of person you are.~ C.S. LewisJulie

  3. Problem - Suzy • Waning of Interest and Practices of DI • Federal Mandates and DI • Increased Demands on Teachers

  4. Purpose - Suzy • Facilitate Teacher Self-Reflection • Inform Administration • Inform Staff

  5. Research Question 1 - Suzy • What are teachers’ perceptions regarding differentiation within their own classrooms?

  6. Research Question 2 - Suzy • What are teachers’ perceptions of support for Differentiated Instruction?

  7. Research Question 3 - Suzy • What, if anything, hinders a teacher’s implementation of Differentiated Instruction?

  8. Literature Themes - Suzy • Defining DI • Obstacles of DI • Necessary Support Structures

  9. Methodology - Joy • Online Survey • Survey Monkey • 28 Questions • Emailed Invitation to Participate • Reminder Email • 74 Teachers Emailed • 29 Participated in Survey

  10. Methodology (cont.) - Joy • Data Exported into Excel from Survey Monkey • Data Imported into SPSS from Excel • Analyzed Scores Using SPSS and Excel

  11. Participants’ Experience - Joy

  12. Perceived Effectiveness of DIJoy

  13. Overall Perceived Effectiveness of DI - Joy

  14. Perceived Support for Differentiated Instruction IN THEIR SCHOOL - Joy

  15. Perceived Support for Differentiated Instruction - Joy

  16. Overall Perceived Support for Differentiated Instruction - Joy

  17. Overall Perceived Effectiveness in DI Implementation & Support for DI in Participants’ School - Joy

  18. Correlation between Perceived Support and Perceived Effectiveness of DI - Joy

  19. Analysis – What does this mean? - Julie • Education/Experience As It Relates to DI • Post-Graduate Work • Participants Highest Perceived Strength

  20. Analysis (cont.) - Julie • Uncertainty Regarding Differentiation of Assessments • PJHS Collegial and Administrative Support

  21. References - Julie Blaz, D. (2008). Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye on Education. George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185-193. Hertberg-Davis, H.L. & Brighton, C.M. (2006). Support and sabotage: Principals’ influence on middle school teachers’ responses to differentiation. The Journal of Secondary Gifted Education, 17(2), 90-102. King-Sears, Margaret E. (2008). Facts and fallacies: Differentiation and the general education curriculum for students with special educational needs. Support for Learning, 23(2), 55-62. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Nordlund, M. (2003). Differentiated Instruction: Meeting the educational needs of all students in your classroom. Lanham, MD: The Scarecrow Press. O’Meara, J. (2010). Beyond differentiated instruction. Thousand Oaks, CA: Corwin Publishing. Rock, M.L., Gregg, M. Ellis, E. & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

  22. References (cont.) Tomlinson, C.A. (2005). Traveling the road to differentiation in staff development: Teacher leaders can help educators hurdle four key barriers to implementation. The Journal of National Staff Development Council, 26(4), 8-13. Tomlinson, C. A. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. The United States National Center for Educational Statistics (2003). Retrieved from http://nces.ed.gov/pubs2003/overview03/tables/table_10.asp VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217. Walker-Dalhouse, D., Risko, V., Esworthy, E., Grasley, E., Kaisler, G., McIlvain, & Stephen, M. (2009). Crossing boundaries and initiating conversations about RtI: Understanding and applying differentiated classroom instruction. The Reading Teacher, 1(63), 84-87. Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing, Inc. Wormeli, R. ( 2007). Differentiation: From planning to practice grades 6-12. Portland, ME: Stenhouse Publishers. Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.

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