The effect of teacher attitudes on differentiated instruction as perceived by teachers in elementary schools in Bryan ISD, Texas /
The purpose of this study was to examine the effect of teacher attitudes as it relates to differentiated instruction in the classroom, and if teachers believed differentiating instruction enhances academic achievement. The study examined the obstacles that are perceived as barriers to differentiati...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765051091&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to examine the effect of teacher attitudes as it relates to differentiated instruction in the classroom, and if teachers believed differentiating instruction enhances academic achievement. The study examined the obstacles that are perceived as barriers to differentiating instruction. The study also looked at the relationship between professional development and differentiated instruction. The quantitative data for the study were gathered through teacher questionnaires. Four research questions were addressed using the survey tool. All teachers were sent a questionnaire in all 16 elementary schools in Bryan ISD, Texas. There was a 42% return rate. An extensive review of the literature in regard to differentiated instruction indicated that differentiating instruction in the classroom helps students to be more successful academically, and it is the most effective way to teach. Research findings of this study included: 1. Teachers know how to differentiate instruction in the classroom. 2. Teachers believe differentiated instruction will enhance academic achieve-ment for their students. 3. Teachers would like more professional development in the area of differenti-ated instruction. 4. Teachers would like to differentiate more often, more effectively for all students. 5. Time is the greatest obstacle to differentiating instruction. Recommendations for this research include: 1. Bryan ISD should implement more professional development in the area of differentiated instruction for elementary teachers. 2. More time is needed for lesson planning. The district should look at ways to increase planning time, perhaps through block scheduling. 3. The teacher-to-student ratio should be decreased, so that the amount of differentiation required per classroom will decrease. Recommendations for further research are: 1. A comparison study should be conducted of TAKS scores from teachers who differentiate instruction and teachers who do not. 2. A time management study should be performed in the elementary schools to see if time could be managed more efficiently. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xi, 118 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 102-108). |