Date Approved

7-3-2008

Embargo Period

3-21-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Collaborative Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Hespe, David

Subject(s)

Effective teaching; Individualized instruction

Disciplines

Elementary Education and Teaching

Abstract

This qualitative teacher research study investigated the question: what are students' and teachers' perspectives of differentiated instruction in a fourth grade inclusive classroom? Data was collected in the forms of open-ended student interviews, open-ended teacher interviews, and through frequent entries in a teacher research journal. The study concluded that student opinions varied on an individual basis, but that most students liked it when their teachers used differentiated practices and would like it if they used even more. It also found that teachers held a high opinion of differentiated instruction and used it frequently as a means to meet the requirements of special education students' Individualized Education Plans and to meet the needs of the remaining and extremely diverse learners in their class. Implications for teaching and learning are discussed.

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