Purpose of the Study

Purpose of the Study

            The diversity of students in today’s classroom is increasing. The need to shape curriculum and instruction to maximize learning for all students is more urgent than ever.   Educators are searching for methods that will provide accommodations for the learning needs of all students. Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences (Willoughby 2005). The most learning occurs when students are pushed beyond the point where they can work without assistance. This point is different for students who are working below grade level. Rather than simply "teaching to the middle" by providing a single avenue for learning for all students in a class, teachers using differentiated instruction match tasks, activities, and assessments with their students' interests, abilities, and learning preferences (Willoughby 2005). Differentiation suggests using different approaches to maximize the achievement of all students, regardless of their ability level or background (Roe, M., & Egbert, J. 2010).

The purpose of this study is to explore how differentiated instructional strategies affect academic achievement in low performing elementary students in a Title 1 rural school. The study will also determine if there is a relationship between how teachers are implementing these strategies and achievement. 

 

References

Roe, M., & Egbert, J. (2010). Four faces of differentiation their attributes and potential.

            Childhood Education, 87(2), 94-97.

Willoughby, J. (2005). Differentiating instruction: Meeting students where they are. Teaching

            Today.  Retrieved from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting

            phtml.