Date of Award

1-2011

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Charles Warfield

Abstract

Differentiated instruction is designing and implementing instruction to meet the needs of every student. Differentiated classrooms adjust to individual student’s needs through a combination of practices proven effective in teaching at the student’s point of learning acquisition.

The purpose of this study was to determine the extent to which secondary teachers differentiate instruction and whether selected independent variables influence teachers’ use of differentiated instruction. Academic teachers were surveyed to determine the extent to which they utilized differentiated instructional strategies. Focus group meetings were conducted to delve deeper into understanding the information received from the teacher survey. Statistical analysis of the responses from teachers concerning the actual implementation of differentiated instruction revealed that there was only one of seven factors that had a significant influence on teachers’ use of differentiated instruction.

The study concludes by offering recommendations that would benefit those interested in promoting differentiated instruction in a secondary school setting.

Access Setting

Dissertation-Open Access