A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. 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. No significant relationships were found for tenure and number of certifications. A relationship was found between levels of self-efficacy and feelings of preparedness (r = .91, r2 = .81, p < .001). Pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills presented challenges which 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. (April, 2012). Perceived efficacy of beginning teachers to differentiate instruction. Paper presented at the 44th annual meeting of the New England Educational Research Association, Portsmouth, NH.
Casey, Michelle K. and Gable, Robert K., "Perceived Efficacy of Beginning Teachers to Differentiate Instruction" (2012). Teacher Education. Paper 7.
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