Rollins, R. L. (2012) Assessing the Understanding and Use of Differentiated Instruction: A Comparison of Novice and Experienced Technology Education Teachers, A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Education.
The primary purpose of this quantitative online study was to assess the extent to which Technology Education teachers in the state of North Carolina understand and use differentiated instructional components. Additionally, this study examined the differences between novice and experienced TED teachers’ understanding and use of differentiated instructional components. Differentiated instruction is a philosophy which governs practices for addressing the needs of academically diverse students within the classroom. Modifications are made to the content, process, products and learning environment. Data collected from 127 Technology Education teachers were organized, analyzed, and summarized using descriptive statistics. The findings suggest that TED teachers collectively understand and use differentiated instructional components. However, as it relates to years of teaching experience, novice and experienced statistically differed in their understanding of content differentiation, process differentiation, and product differentiation. Additionally, TED novice teachers reported using the component of product differentiation the least.
Read Full Text