Document Type

Conference Proceeding


Paper presented at the 42nd annual meeting of the Northeastern Educational Research Association, October 19, 2011, Rocky Hill, CT.


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).

Citation/Publisher Attribution

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.



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