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Perceived Barriers and Supports to Implementation of Differentiated Instruction in Appalachian Reading/Language Arts Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceived Barriers and Supports to Implementation of Differentiated Instruction in Appalachian Reading/Language Arts Classrooms./
Author:	Miracle, Michelle Beth.
Description:	1 online resource (152 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380333337

Perceived Barriers and Supports to Implementation of Differentiated Instruction in Appalachian Reading/Language Arts Classrooms.
Miracle, Michelle Beth.

Perceived Barriers and Supports to Implementation of Differentiated Instruction in Appalachian Reading/Language Arts Classrooms. - 1 online resource (152 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--Lincoln Memorial University, 2023.

Includes bibliographical references

In this qualitative study, I used a constructivist grounded theory design to interview reading/language art teachers in Appalachian public-school systems. The purpose of this qualitative study was to explore the perceptions of grades kindergarten through third reading/language arts teachers in Appalachia regarding barriers and supports to the implementation of differentiated instruction within the classroom environment. Data were collected via face-to-face interviews in a school setting with nine teachers who were teaching in grades kindergarten through third. From the interview transcripts, I developed the following themes pertaining to barriers regarding implementation of differentiated instruction strategies: time needed for implementation, staff required to facilitate implementation, money needed to hire additional staff, and teacher expertise or lack of when attempting to implement differentiate instructional strategies. From these themes, I developed suggestions regarding the removal of the barriers to the successful implementation of differentiated strategies in the classroom environment. In addition, I developed the following theme regarding supports to implementation of differentiated instructional strategies: freedom to implement curriculum in an effective manner.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380333337Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

AppalachianIndex Terms--Genre/Form:

554714
Electronic books.

Perceived Barriers and Supports to Implementation of Differentiated Instruction in Appalachian Reading/Language Arts Classrooms.
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520 $a In this qualitative study, I used a constructivist grounded theory design to interview reading/language art teachers in Appalachian public-school systems. The purpose of this qualitative study was to explore the perceptions of grades kindergarten through third reading/language arts teachers in Appalachia regarding barriers and supports to the implementation of differentiated instruction within the classroom environment. Data were collected via face-to-face interviews in a school setting with nine teachers who were teaching in grades kindergarten through third. From the interview transcripts, I developed the following themes pertaining to barriers regarding implementation of differentiated instruction strategies: time needed for implementation, staff required to facilitate implementation, money needed to hire additional staff, and teacher expertise or lack of when attempting to implement differentiate instructional strategies. From these themes, I developed suggestions regarding the removal of the barriers to the successful implementation of differentiated strategies in the classroom environment. In addition, I developed the following theme regarding supports to implementation of differentiated instructional strategies: freedom to implement curriculum in an effective manner.
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