Date of Conferral
2021
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Christopher Cale
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. A 3-day professional development series was designed to educate elementary teachers on the model of DI and learner-centered instructional strategies to increase their consistent use in the classroom. The results of this project study 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.
Recommended Citation
Scott, Kasandra Alansa, "Differentiated Instruction and Improving Elementary Student Learning" (2021). Walden Dissertations and Doctoral Studies. 10366.
https://scholarworks.waldenu.edu/dissertations/10366
