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
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.
Recommended Citation
Casey, Kellilyn E., "What are students' and teachers' perspectives of differentiated instruction in a fourth grade inclusive classroom?" (2008). Theses and Dissertations. 711.
https://rdw.rowan.edu/etd/711
