Date of Conferral
1-17-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Glenn Penny
Abstract
The research problem addressed in this study was that general education teachers in Grades 5 through 8 face challenges when implementing differentiated instruction (DI) in classrooms across the United States. With the increasing adoption of DI, understanding these challenges is essential to provide effective support. The purpose of this basic qualitative study was to explore teachers’ challenges in Grades 5–8 when using DI strategies and what support is needed to use these strategies better. Guided by Tomlinson’s DI approach, a basic qualitative design was used and semistructured interviews were conducted with eight teachers, allowing for an in-depth understanding of their experiences and obstacles with DI. Thematic analysis using open coding revealed six themes: recognition of students’ responses to DI, the use of instructional tools for DI, assessing students understanding of DI, challenges during the implementation of DI, professional development (PD), and the need for adequate resources. Based on the findings, three recommendations were made for future research including examining class size and DI, PD needed for DI, and strategies for DI involving specific student subgroups. Two recommendations were made for future practice focusing on continued PD, coaching, collaborative time, and increased classroom support. This study may contribute to positive social change by fostering a deeper understanding of the obstacles teachers encounter during the implementation of DI, enabling school leaders to offer sufficient support to teachers.
Recommended Citation
Massey, Sharda, "Teachers’ Challenges With Implementing Differentiated Instructional Strategies in Grade 5 through 8 Classrooms" (2025). Walden Dissertations and Doctoral Studies. 17196.
https://scholarworks.waldenu.edu/dissertations/17196
