Teachers' Implementation of Differentiated Instruction

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: I Did It My Way: Teachers' Reimaginings of Policy and Practice on the Ground (Table 11)

Abstract

Differentiated instruction is an effective instructional practice; however, conceptualization and implementation of differentiated instruction have been challenging due to its complex and context-dependent nature. This study presents a multi-case study of teachers’ sensemaking of differentiated instruction in a charter school system. The case study data is collected through three triangulated methods: multiple semi-structured interviews with nine teachers and three principals, relevant policy documents for evaluation of differentiated instruction, and field notes. The data collection and analysis processes are guided by Spillane et al.’s (2002) sensemaking theory and Tomlinson’s (2014) differentiated instruction theory. Findings revealed that teachers’ sensemaking of differentiated instruction varied based on their prior knowledge, beliefs, and attitudes; school context; and connections with the policy.

Authors

• Salih Cevik, University of Georgia
  Presenting Author

• Sevda Yildirim, University of Georgia
  Non-Presenting Author

• Sally J. Zepeda, University of Georgia
  Non-Presenting Author