Professional Development Planning in Differentiated Instruction for Rural South Central Missouri Teachers

Westerman, John L.

Professional Development Planning in Differentiated Instruction for Rural South Central Missouri Teachers

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分析

Primarily, this study was designed to provide data in regard to how much teachers understand and practice differentiated instruction. Secondarily, the data provided has the potential of improving efficiency and effectiveness of professional development. Administrators may use the data gathered to develop professional development opportunities in differentiated instruction in their schools and districts. The study was conducted as a doctoral level guided research project at Southwest Baptist University. Nine small rural south central Missouri school districts cooperated by allowing their teachers to participate. Used to measure teacher understanding and practice in differentiated instruction was the Principles of Differentiation Survey. This Likert scaled twenty-five item study is designed to indicate the level of teacher use and understanding of differentiated instruction principles and whether further professional development in differentiated instruction is needed. Previously used in a study at the University of Arkansas, the survey is based upon six principles of differentiation identified by the researcher in that study. Responding to this voluntary survey were 249 individual teachers. In designing the study it was assumed different demographic groups within the population of rural south central Missouri teachers would score differently, therefore having different levels of strength and weakness in regard to differentiation knowledge and practice. Statistically, the groups identified were homogenous in their scoring of the survey. However, data beneficial toward promoting differentiated instruction by planning effective and efficient use of professional development resources were ascertained. Recommendations geared toward those findings were generated by the data and the review of literature in regard to professional development benefiting differentiated instruction.

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