Abstract

Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers’ perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers’ perceptions of differentiated instruction as an instructional strategy to address students’ needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students’ readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers’ perceptions of differentiated instruction as an instructional strategy to address lower third students’ needs in the planning and preparation of differentiated lessons affect implementation.

Highlights

  • The future of education is dependent on building capacity for all students’ to attain significant academic achievement

  • What are middle school teachers’ perceptions regarding the use of differentiated instruction to increase lower third student academic achievement? The information recorded from the interviews showed that middle school teachers believe that differentiated instruction is a crucial pedagogical strategy

  • The data indicates that most participants interviewed, believe that in order to address the needs of the lower third student population, planning and preparation must be targeted to create a culture that focuses instruction that target the diverse student population

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Summary

Introduction

The future of education is dependent on building capacity for all students’ to attain significant academic achievement. It is imperative that educators ensure that students within any given learning environment attain high levels of performance [1]. A focus on increased learning capacity, coupled with well-designed learning experiences, is a critical factor in laying the foundation for increasing student performance and deliberately enhancing student academic achievement [2]. For students to achieve maximum levels of success, they must acquire new knowledge and behaviors, confidently draw on their interests, abandon old practices, and embrace new ones [3]. One highly recommended instructional method utilized for improving student achievement is differentiated instruction. The key to attaining the goal of student achievement depends on teacher belief in effectively implementing differentiated instruction as an instructional

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