Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement
Teacher Education and Curriculum Studies
Volume 3, Issue 3, September 2018, Pages: 20-33
Received: Sep. 26, 2018; Accepted: Nov. 10, 2018; Published: Dec. 20, 2018
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Authors
Lyndon Fitzgerald Charles Sr., Department of Education, Medgar Evers College, Brooklyn, USA
Michele Lorette Luard, New York City Department of Education, Brooklyn, USA
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Abstract
Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers’ perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers’ perceptions of differentiated instruction as an instructional strategy to address students’ needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students’ readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers’ perceptions of differentiated instruction as an instructional strategy to address lower third students’ needs in the planning and preparation of differentiated lessons affect implementation.
Keywords
Differentiated Instruction, Middle School, Excessive Planning Time, Lower Third Student, Participant = P1, P2, …, P35, IEP
To cite this article
Lyndon Fitzgerald Charles Sr., Michele Lorette Luard, Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement, Teacher Education and Curriculum Studies. Vol. 3, No. 3, 2018, pp. 20-33. doi: 10.11648/j.tecs.20180303.11
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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