Research Related to Facilitating Instructional Differentiation via Teacher Reflections About Desired and Current Constructivist Practices

• In Event: Teachers' Training, Practice, and Research

Abstract

The findings of various studies conducted or in progress in nine states by a research team of experienced educational leaders are analyzed to facilitate educator reflections regarding employing more differentiation practices. The quantitative survey results and qualitative case study summaries are compared to existing benchmarks. A procedural guideline based on the researched-based quartiles including specific strategies are recommended for individual educators and professional learning communities in various contexts to promote a greater implementation of differentiation techniques and further expand constructivist practices.

Authors

• Walter S. Polka, Niagara University

• Monica J. VanHusen, Stafford County Public Schools

• William M. Young, Oglala Lakota College

• Terrell M Peace, Huntington University

• Cathy J. Pearman, Missouri State University

• Jennifer Young, Jackson State University

• Shirley A. Lefever-Davis, Wichita State University

• Nancy P. Gallavan, University of Central Arkansas

• Kurt Minervino, City Honors High School