Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Terri Edwards

Abstract

Researchers have addressed teachers' perspectives of differentiated instruction or teachers' perspectives on inclusion classrooms, but there was limited research on the combined topics of teachers' perspectives of differentiated instruction in inclusion classrooms. This interpretative phenomenological analysis used one to one interviews and reflective journals to explore nine teachers' perspectives of differentiated instruction in K-3 inclusion classrooms. The study's conceptual framework was comprised of Vygotsky's social constructivist theory and Piaget's theory of cognitive development. The research question and sub-questions asked about the challenges and successes teachers encountered in planning and implementing differentiated instruction in K-3 inclusion classrooms, and what teachers believed would improve their use of differentiated instruction. The study's research questions were created to identify the personal experiences of teachers who differentiate instruction in K-3inclusion classrooms. Thematic data analysis using a priori, open, and axial coding were used to explore data for essential themes based on the study's framework. Three themes emerged: a) teachers' main concern was for students, b) teachers lacked confidence when implementing differentiated instruction in inclusion classrooms, and c) teachers felt they did not have enough effective resources. This may lead to administrators listening to teachers' concerns; professional development activities may be created to address teachers' needs; teachers might improve the quality of instruction and raise student achievement using the successes and challenges teachers shared on teaching in inclusion classrooms; administrators may use the teachers' suggestions for improved professional development to help implement best practices of differentiated instruction.

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