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Caught in the Middle: Teachers' Perceptions of Differentiated Instruction in the Middle School

Caught in the Middle: Teachers' Perceptions of Differentiated Instruction in the Middle School. Joy Clauson , Suzy Dees, JulieNourie. Research Problem/Purpose. Waning of interest and practices of DI Federal Mandates increase need for DI

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Caught in the Middle: Teachers' Perceptions of Differentiated Instruction in the Middle School

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  1. Caught in the Middle: Teachers' Perceptions of Differentiated Instruction in the Middle School Joy Clauson, Suzy Dees, JulieNourie

  2. Research Problem/Purpose • Waning of interest and practices of DI • Federal Mandates increase need for DI • Over the past few years, the researchers have observed a waning of differentiated practices in their various educational settings. With the advent of federally mandated programs like Response to Intervention (RtI) and schools not making Annual Yearly Progress (AYP), teachers are feeling beat up by the system. The increased demands on teachers can lead to a perception of Differentiated Instruction (DI) as an additional burden rather than a means to accomplishing all of the afore mentioned programs and of best teaching practices. • Teachers and special education providers will benefit from this study as it will provide them with feedback regarding other professionals’ perceptions and implementations of Differentiated Instruction. It will also provide teachers with a reflective opportunity to analyze their own Differentiation of Instruction practices and beliefs, as well as add to their knowledge of differentiated instruction. Administrators will also benefit from this study because it will allow them with teacher responses that will allow them to make changes and provide the necessary support to achieve a more responsive approach to differentiated instruction.

  3. What does the current literature have to say…. • Defining DI • History • Connection to RtI • Content, Process, and Products • Obstacles of DI • Knowledge • Support • Necessary support structures • Administration • Collegiality • Community

  4. Research Design/Instruments • Quantitative design using Lichert scale • Anonymous & Voluntary Survey • Electronic Survey • Demographics • Perceptions of DI • Classrooms vs. Whole School • Support (Administrative and Collegiate)

  5. Analysis • Survey will be analyzed using SPSS and traditional statistical methods. • Independent T-Test • Graphs • Charts

  6. The Participants • Staff at Parkside Junior High School • Approximately 75 participants • Medium Sized Junior High • Ages: 22 yr. – 65 yr. • Male and Female

  7. Research Questions • What are teacher’s perceptions regarding differentiation within their own classrooms? • What are teachers’ perceptions of support for differentiated instruction? • What, if anything, hinders a teacher’s implementation of Differentiated Instruction?

  8. The Impact of our Research • Connections to RtI • Teachers use in classrooms • Future plans at PJHS • Staff development • Administration support

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