An analysis of differentiation strategies used by middle school teachers in hetergeneously [i.e. heterogeneously] grouped classrooms

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Meredith Hobson (Creator)
The University of North Carolina Wilmington (UNCW )
Web Site:
Scott Imig

Abstract: Differentiated instruction has been promoted as a sound educational approach in meeting the needs of increasingly diverse student populations. This study examines the differentiation strategies used by middle school teachers in heterogeneously grouped classrooms. Quantitative and qualitative data were collected by means of a questionnaire and classroom observations. This study analyzed the frequency with which middle school teachers implement differentiation in their classrooms. It also analyzed which contextual or educational factors, if any, influence their frequency of use of these strategies to meet the needs of their diverse learners. The setting for the study was a middle school in southeastern North Carolina. Teachers in the study were asked questions about how frequently they use differentiation in their classrooms and were also observed in their classrooms while delivering instruction. Results of the study indicate that there are two groups of teachers: those who differentiate frequently and those who differentiate with little frequency. The findings in this study also indicate that factors such as years of teaching experience and staff development have little impact on how often teachers implement differentiation strategies in their classrooms.

Additional Information

A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment of the Requirements for the Degree of Master of Education
Language: English
Date: 2009
Education--Research, Individualized instruction, Middle school teaching, Mixed ability grouping in education
Middle school teaching
Individualized instruction
Mixed ability grouping in education
Education -- Research

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