Voices Inside the Black Box: What Do Teachers Say About Literacy Differentiation?

• In Event: Poster Session 2
  In Poster Session: Language and Literacy in Designed Learning Environments

Abstract

This qualitative study interviewed fifteen teachers and their respective principals (n=3) about literacy differentiation. Using communities of practice as a theoretical perspective, this study found that literacy differentiation was typically described as guided reading or individualized instruction. In addition, it found that principal support and opportunities to collaborate (e.g., cooperative planning time, watching other teachers differentiate) strongly influenced teachers' enactment of literacy differentiation.

Author

• Kelly Puzio, Washington State University