A two-phase, sequential mixed-methods design was used to assess perceptions of Preparedness (28 items, alpha = .96) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. The following areas presented challenges to teachers when attempting differentiation: pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills. This resulted in the unintentional implementation of surface-level differentiation, rather than deep-structure differentiation (Brighton, Hertberg, Moon, Tomlinson, & Callahan, 2005).
Casey, M. K., & Gable, R. K. (2011). Beginning teachers’ perceptions of preparedness to differentiate instruction for diverse learners. Paper presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT.
Casey, Michelle K. and Gable, Robert K., "Beginning Teachers’ Perceptions of Preparedness to Differentiate Instruction for Diverse Learners" (2011). K-12 Education. Paper 4.
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