Joy Clauson, Suzy Dees, Julie Nourie

What you see and hear depends a good deal on where you are standing; it also depends on what sort of person you are. ~ C.S. Lewis Julie

Problem - Suzy  Waning of Interest and Practices of DI  Federal Mandates and DI  Increased Demands on Teachers

Purpose - Suzy  Facilitate Teacher Self- Reflection  Inform Administration  Inform Staff

Research Question 1 - Suzy  What are teachers’ perceptions regarding differentiation within their own classrooms?

Research Question 2 - Suzy  What are teachers’ perceptions of support for Differentiated Instruction?

Research Question 3 - Suzy  What, if anything, hinders a teacher’s implementation of Differentiated Instruction?

Literature Themes - Suzy  Defining DI  Obstacles of DI  Necessary Support Structures

Methodology - Joy  Online Survey Survey Monkey 28 Questions  ed Invitation to Participate Reminder 74 Teachers ed 29 Participated in Survey

Methodology (cont.) - Joy  Data Exported into Excel from Survey Monkey  Data Imported into SPSS from Excel  Analyzed Scores Using SPSS and Excel

Participants’ Experience - Joy Category% or Number Years of Experience 0-4 Years Years Years Years48.3 Level of Education Bachelor’s10.3 Master’s Degree87.9 Doctorate Degree0

Perceived Effectiveness of DI Joy

Overall Perceived Effectiveness of DI - Joy MeanSD Teachers’ overall perceived effectiveness of Differentiation of Content Teachers’ overall perceived effectiveness of Differentiation of Instruction Teachers’ overall perceived effectiveness of Differentiation of Assessment

Perceived Support for Differentiated Instruction IN THEIR SCHOOL - Joy Question or Category Strongly AgreeAgreeDisagree Strongly Disagree There are a variety of quality materials/resources available for me to use for me to differentiate in my classroom Administration is knowledgeable in differentiated instruction There is support available for colleagues for the implementation of differentiated instruction I have been provided training for Differentiating in my classroom I have opportunities for continuing education regarding differentiation Overall Support for Differentiated Instruction IN MY School

Perceived Support for Differentiated Instruction - Joy

Overall Perceived Support for Differentiated Instruction - Joy MeanMode Standard Deviation Perceived Support for DI

Overall Perceived Effectiveness in DI Implementation & Support for DI in Participants’ School - Joy Question or Category Strongly Agree Disagree Strongly Disagree Overall Perceived Effectiveness in DI Implementation Overall Perceived Support for DI in Participants’ School

Correlation between Perceived Support and Perceived Effectiveness of DI - Joy Paired Differences tdf Sig. (2- tailed) Mean Std. Deviatio n Std. Error Mean 95% Confidence Interval of the Difference LowerUpper Pair 1 Support – Effectiveness

Analysis – What does this mean? - Julie  Education/Experience As It Relates to DI  Post-Graduate Work  Participants Highest Perceived Strength

Analysis (cont.) - Julie  Uncertainty Regarding Differentiation of Assessments  PJHS Collegial and Administrative Support

References - Julie Blaz, D. (2008). Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye on Education. George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), Hertberg-Davis, H.L. & Brighton, C.M. (2006). Support and sabotage: Principals’ influence on middle school teachers’ responses to differentiation. The Journal of Secondary Gifted Education, 17(2), King-Sears, Margaret E. (2008). Facts and fallacies: Differentiation and the general education curriculum for students with special educational needs. Support for Learning, 23(2), Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Nordlund, M. (2003). Differentiated Instruction: Meeting the educational needs of all students in your classroom. Lanham, MD: The Scarecrow Press. O’Meara, J. (2010). Beyond differentiated instruction. Thousand Oaks, CA: Corwin Publishing. Rock, M.L., Gregg, M. Ellis, E. & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

References (cont.) Tomlinson, C.A. (2005). Traveling the road to differentiation in staff development: Teacher leaders can help educators hurdle four key barriers to implementation. The Journal of National Staff Development Council, 26(4), Tomlinson, C. A. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. The United States National Center for Educational Statistics (2003). Retrieved from VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), Walker-Dalhouse, D., Risko, V., Esworthy, E., Grasley, E., Kaisler, G., McIlvain, & Stephen, M. (2009). Crossing boundaries and initiating conversations about RtI: Understanding and applying differentiated classroom instruction. The Reading Teacher, 1(63), Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing, Inc. Wormeli, R. ( 2007). Differentiation: From planning to practice grades Portland, ME: Stenhouse Publishers. Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.