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Teacher Willingness on Implementing Differentiated Instruction (DI) in the Elementary Classroom : = A Multiple Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Willingness on Implementing Differentiated Instruction (DI) in the Elementary Classroom :/
Reminder of title:	A Multiple Case Study.
Author:	Avery, Rosalynn A.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355338683

Teacher Willingness on Implementing Differentiated Instruction (DI) in the Elementary Classroom : = A Multiple Case Study.
Avery, Rosalynn A.

Teacher Willingness on Implementing Differentiated Instruction (DI) in the Elementary Classroom :A Multiple Case Study. - 1 online resource (174 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

In elementary classrooms today, teachers face many obstacles when trying to provide their students with at high quality education. Overcoming the obstacle of teaching an increasing population of diverse students through best practices and instructional approaches (differentiated instruction or DI) is a notion that causes teachers to hesitate. The problem is that there are barriers of DI that are negatively affecting teacher willingness to implement the instructional approach in the elementary classroom due to the many challenges teachers face with doing so; therefore, the purpose of this study was to provide understanding of how to diminish these barriers of DI that have negatively affected teacher willingness in regards to implementing it in the elementary classroom. Using a qualitative, multiple case research method, eight participants (three elementary administrators and five elementary teachers) participants were interviewed using face-to-face or telephone, semi-structured interview techniques to gain the participants' perspective on barriers of DI that negatively affect teacher willingness to implement it into the elementary classroom. Data were coded to determine themes and descriptions. The themes and descriptions for a succeeding analysis of meaning were identified as a comparison and contrast of the perceptions, experiences, feelings, and opinions of the perceptions of the participants regarding their feelings about the barriers of DI and implementing DI into the elementary classroom with these barriers. Purposive sampling was be used to recruit volunteers. Administrator and teacher participants were recruited from within Crossett School District which contains four schools. They were recruited from two elementary schools located in a rural school district in Southeast Arkansas. All participants for this study must have experienced barriers with DI that has negatively influenced their willingness to implement it into the elementary classroom. Future research that includes a more substantial number of participants could provide further insight and possibly different perspectives specific to diminishing barriers of DI is necessary.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355338683Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Willingness on Implementing Differentiated Instruction (DI) in the Elementary Classroom : = A Multiple Case Study.
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