Differentiated Instruction and Improving Student Learning: A Qualitative Study

Kasandra Alansa Scott; Chris Cale; Sunddip Panesar-Aguilar; Michelle McCraney

doi:doi:10.11648/j.edu.20211004.11

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Differentiated Instruction and Improving Student Learning: A Qualitative Study

Kasandra Alansa Scott, Chris Cale, Sunddip Panesar-Aguilar, Michelle McCraney

Published in Education Journal (Volume 10, Issue 4)

Received: 19 June 2021 Accepted: 29 June 2021 Published: 5 July 2021

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Abstract

Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer’s learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.

Published in	Education Journal (Volume 10, Issue 4)
DOI	10.11648/j.edu.20211004.11
Page(s)	114-118
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Differentiated Instruction, Student Learning, Learner-centered Strategies, Classroom Teaching, Educational Practice

References

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[4]	Goh, T. L., Hannon, J. C., Webster, C. A., & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance. Teaching and Teacher Education, 66, 88-95. https://doi.org10.1016/j.tate.2017.04.003
[5]	Andrietti, V., & Su, X. (2019). Education curriculum and student achievement: theory and evidence. Education Economics, 27 (1), 4-19. https://doi.org/10.1080/09645292.2018.1527894
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[7]	Office of Education Standards. (2019). School inspection reports 2018-2019. [Data file]. http://www.gov.ky/portal/page/portal/esahome/publications/School%20Inspection%20Rports%2020192020/Full%20Inspection%20Report%20Creek%20and%20Spot%20Bay%20Primary%20School%202019.
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APA Style

Kasandra Alansa Scott, Chris Cale, Sunddip Panesar-Aguilar, Michelle McCraney. (2021). Differentiated Instruction and Improving Student Learning: A Qualitative Study. Education Journal, 10(4), 114-118. https://doi.org/10.11648/j.edu.20211004.11

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Kasandra Alansa Scott; Chris Cale; Sunddip Panesar-Aguilar; Michelle McCraney. Differentiated Instruction and Improving Student Learning: A Qualitative Study. Educ. J. 2021, 10(4), 114-118. doi: 10.11648/j.edu.20211004.11

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AMA Style

Kasandra Alansa Scott, Chris Cale, Sunddip Panesar-Aguilar, Michelle McCraney. Differentiated Instruction and Improving Student Learning: A Qualitative Study. Educ J. 2021;10(4):114-118. doi: 10.11648/j.edu.20211004.11

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@article{10.11648/j.edu.20211004.11,
  author = {Kasandra Alansa Scott and Chris Cale and Sunddip Panesar-Aguilar and Michelle McCraney},
  title = {Differentiated Instruction and Improving Student Learning: A Qualitative Study},
  journal = {Education Journal},
  volume = {10},
  number = {4},
  pages = {114-118},
  doi = {10.11648/j.edu.20211004.11},
  url = {https://doi.org/10.11648/j.edu.20211004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211004.11},
  abstract = {Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer’s learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.},
 year = {2021}
}

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TY  - JOUR
T1  - Differentiated Instruction and Improving Student Learning: A Qualitative Study
AU  - Kasandra Alansa Scott
AU  - Chris Cale
AU  - Sunddip Panesar-Aguilar
AU  - Michelle McCraney
Y1  - 2021/07/05
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211004.11
DO  - 10.11648/j.edu.20211004.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 114
EP  - 118
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211004.11
AB  - Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer’s learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.
VL  - 10
IS  - 4
ER  -

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Author Information

Kasandra Alansa Scott

Riley College of Education, Walden University, Minneapolis, USA
Chris Cale

Riley College of Education, Walden University, Minneapolis, USA
Sunddip Panesar-Aguilar

School of Education, University of St. Augustine for Health Sciences, St. Augustine, USA
Michelle McCraney

Riley College of Education, Walden University, Minneapolis, USA

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Plain Text BibTeX RIS

APA Style

Kasandra Alansa Scott, Chris Cale, Sunddip Panesar-Aguilar, Michelle McCraney. (2021). Differentiated Instruction and Improving Student Learning: A Qualitative Study. Education Journal, 10(4), 114-118. https://doi.org/10.11648/j.edu.20211004.11

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ACS Style

Kasandra Alansa Scott; Chris Cale; Sunddip Panesar-Aguilar; Michelle McCraney. Differentiated Instruction and Improving Student Learning: A Qualitative Study. Educ. J. 2021, 10(4), 114-118. doi: 10.11648/j.edu.20211004.11

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AMA Style

Kasandra Alansa Scott, Chris Cale, Sunddip Panesar-Aguilar, Michelle McCraney. Differentiated Instruction and Improving Student Learning: A Qualitative Study. Educ J. 2021;10(4):114-118. doi: 10.11648/j.edu.20211004.11

Copy | Download

@article{10.11648/j.edu.20211004.11,
  author = {Kasandra Alansa Scott and Chris Cale and Sunddip Panesar-Aguilar and Michelle McCraney},
  title = {Differentiated Instruction and Improving Student Learning: A Qualitative Study},
  journal = {Education Journal},
  volume = {10},
  number = {4},
  pages = {114-118},
  doi = {10.11648/j.edu.20211004.11},
  url = {https://doi.org/10.11648/j.edu.20211004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211004.11},
  abstract = {Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer’s learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Differentiated Instruction and Improving Student Learning: A Qualitative Study
AU  - Kasandra Alansa Scott
AU  - Chris Cale
AU  - Sunddip Panesar-Aguilar
AU  - Michelle McCraney
Y1  - 2021/07/05
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211004.11
DO  - 10.11648/j.edu.20211004.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 114
EP  - 118
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211004.11
AB  - Administration and ministers of elementary schools located in the target district in the Caribbean reported that some elementary teachers were inconsistently implementing differentiated instruction (DI) in their practice. Based on the identified problem, it was unclear which specific strategies of DI were causing teachers to experience barriers or challenges during the process of implementation. The purpose of this basic qualitative study was to explore teacher perceptions in one district about their implementation of the conceptual framework, Weimer’s learner-centered teaching theory DI model, in their classroom instruction. Data from schools in one elementary school district in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. The results of this research may contribute to positive social change by providing classroom teachers with additional resources and training to improve the implementation of DI in the classroom and enhance the learning experiences of students.
VL  - 10
IS  - 4
ER  -

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