Date of Conferral
Doctor of Education (Ed.D.)
Differentiated instruction (DI) is recognized as a factor that could improve the reading disparity among students despite diverse socioeconomic backgrounds. Few studies have been conducted that document elementary public school reading teachers’ perspectives on differentiating reading instruction and selecting DI strategies for low-performing, low-socioeconomic (LP-LSES) students. The purpose of this basic qualitative study was to understand third- through fifth-grade reading teachers’ perspectives on their abilities to differentiate reading instruction and select DI strategies effectively. The conceptual framework that guided this study was Tomlinson’s DI model and Vygotsky’s social constructivism theory. The research questions focused on the perspectives of third- through fifth-grade reading teachers regarding their ability to effectively differentiate reading instruction and select DI strategies that increase the reading achievement of their LP-LSES students. Purposeful sampling was used to select 12 elementary reading teachers to participate in semistructured interviews. Emergent themes were identified through thematic analysis, including in vivo coding. The findings were developed and checked for trustworthiness through member checking and thick descriptions. The results showed that: (a) teachers’ effectiveness in DI was perceived through years of teaching and training, (b) time was the main challenge, (c) students’ self-confidence was a factor in their achievement, and (d) tiered assignments in small groups were the most effective DI strategy. The results of this study may contribute to positive social change by providing teachers and administrators with a deeper understanding of teachers’ knowledge and ability to implement the DI model and identify DI strategies needed to increase the reading achievement of LP-LSES students within school districts.
Jones, Edwina, "Elementary Reading Teachers’ Perspectives on Differentiating Reading Instruction for Low-Socioeconomic Students" (2021). Walden Dissertations and Doctoral Studies. 10507.
Tarehe ya kutolewa Daktari wa Elimu (Ed.D.) Mafunzo tofauti (DI) ni kutambua kama sababu ambayo inaweza kuboresha kusoma kutofautiana kati ya wanafunzi licha ya asili mbalimbali ya kijamii na kiuchumi. Utafiti mdogo umefanywa ambao unarekodi mtazamo wa walimu wa kusoma wa shule ya msingi ya umma juu ya kutofautisha mafundisho ya kusoma na kuchagua mikakati ya DI kwa wanafunzi wa utendaji wa chini, wa chini wa kijamii na kiuchumi (LP-LSES). Lengo la utafiti huu wa msingi wa ubora ilikuwa kuelewa mtazamo wa walimu wa kusoma wa darasa la tatu hadi la tano juu ya uwezo wao wa kutofautisha mafundisho ya kusoma na kuchagua mikakati ya DI kwa ufanisi. Mfumo wa dhana ambao uliongoza utafiti huu ulikuwa mtindo wa DI wa Tomlinson na nadharia ya ujenzi wa kijamii ya Vygotsky. Maswali ya utafiti yalilenga mtazamo wa walimu wa kusoma wa darasa la tatu hadi la tano kuhusu uwezo wao wa kutofautisha kwa ufanisi mafundisho ya kusoma na kuchagua mikakati ya DI ambayo huongeza mafanikio ya kusoma ya wanafunzi wao wa LP-LSE. Kwa mfano, tulitumia sampuli ya makusudi kuchagua walimu wa kusoma wa shule ya msingi 12 kushiriki katika mahojiano ya nusu-mfumo. Mandhari zinazojitokeza zilitambuliwa kupitia uchambuzi wa mandhari, ikiwa ni pamoja na coding in vivo. Matokeo yaliendelezwa na kukaguliwa kwa uaminifu kupitia ukaguzi wa mwanachama na maelezo makubwa. Matokeo yalionyesha kuwa: (a) ufanisi wa walimu katika DI uligunduliwa kupitia miaka ya kufundisha na mafunzo; (b) wakati ulikuwa changamoto kuu; (c) kujiamini kwa wanafunzi kulikuwa sababu ya mafanikio yao; na (d) kazi za ngazi katika vikundi vidogo zilikuwa mkakati bora zaidi wa DI. Matokeo ya utafiti huu yanaweza kuchangia mabadiliko mazuri ya kijamii kwa kuwapa walimu na wasimamizi uelewa wa kina wa maarifa ya walimu na uwezo wa kutekeleza mfano wa DI na kutambua mikakati ya DI inayohitajika kuongeza mafanikio ya kusoma ya wanafunzi wa LP-LSES ndani ya wilaya za shule. Jones, Edwina, "Mwalimu wa Kusoma wa Msingi" Maoni juu ya Tofauti ya Mafundisho ya Kusoma kwa Wanafunzi wa Kiuchumi cha Chini" (2021). Walden Dissertations na Mafunzo ya Udaktari. 10507 - Mfano wa Utafiti