Date of Conferral
7-26-2024
Date of Award
July 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Kristy Motte
Abstract
The problem under investigation in this qualitative study was teachers’ inconsistent implementation of differentiated instructional strategies when teaching students of low socioeconomic status. The purpose of this qualitative study was to investigate how elementary teachers implement differentiated instructional strategies to support students of low socioeconomic status. The conceptual framework was based on Jerome Bruner’s constructivist theory, the growth of mind, because symbolic representation helps students visualize the world and enhance experiences. The research questions investigate how teachers implement differentiated instructional strategies to support students of low socioeconomic status and how they believe training on differentiated instructional strategies to support students can be improved. This qualitative study was used to explore the experiences of 12 elementary school teachers in a small district in a large northeastern U.S. city who instructed students of low socioeconomic status. Data were collected through one-on-one interviews and observations of each teacher’s classroom instruction. Data were analyzed using thematic analysis, discourse analysis, and interpretive phenomenological analysis. This analysis resulted in three themes: the themes of community building and classroom routines reflected teachers’ strategies and the theme of continued teacher professional development bridged these strategies and perceptions on training. The findings were used to create a three-day professional development to support elementary teachers' differentiated instruction for students of low socioeconomic status. This study promotes social change by helping school leaders provide opportunities to equip teachers to better differentiate instruction for students of low socioeconomic status, potentially improving the academic experiences of this at-risk population.
Recommended Citation
Van Petten, Cindi, "Teachers’ Use of Differentiated Instructional Strategies to Support Students of Low Socioeconomic Status" (2024). Walden Dissertations and Doctoral Studies. 16090.
https://scholarworks.waldenu.edu/dissertations/16090
