To Differentiate or Not to Differentiate: That Is the Question (Poster 21)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Division G: Section 2 Poster Session

Abstract

Contemporary classrooms are growing more diverse with various mixes of cultures, languages, socioeconomic classes, gender identities, and abilities. Policymakers and researchers tout differentiated instruction (DI) as a means for teachers to meet the various educational needs of their increasingly diverse classrooms and improve their students' educational outcomes more fairly and equitably. We examined current forms of DI through a critical lens (InCrit) for their potential to promote equity. The findings reveal that DI has the potential to reduce educational inequality. However, with the limited research critically examining DI enactments, the unclear understanding of how DI as a pedagogical approach differs from an instructional strategy, and outdated and harmful educational notions, unexamined DI implementations are likely to further unequal educational opportunities.

Author

• Jennifer Ann Kornell, Clemson University