A Curricular Study of Assessment, Differentiation, and Classroom Management: Innovation Through a Network Improvement Community

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-8 - Investigating Representations and Understandings of Differentiation in Multiple Contexts

Abstract

This interview study is an investigation of teacher candidates’ perceptions of their experiences with assessing student learning, differentiating instruction, and managing classrooms. These are considered essential skills for teachers, yet teacher candidates often report themselves as less confident to effectively employ them at the end of their program. The study was conducted across multiple teacher preparation programs to enable comparisons across diverse settings. The employment of a Network Improvement Community that involved numerous institutions and multiple states is intended to facilitate a rapid understanding of teacher candidate development in clinical settings. Such an understanding could facilitate the design and development of better curriculum, better clinical experiences, and better instructional strategies for preparing future teachers through collaborative problem solving.

Authors

• Vanessa Anton

• John E. Henning, Monmouth University

• Carol Ryan, Northern Kentucky University

• Diane Fogarty, Loyola Marymount University

• Lynne Mills, Georgia Gwinnett College