THE EFFECT OF DIFFERENTIATED INSTRUCTION PROFESSIONAL DEVELOPMENT ON RESPONSE AND ENGAGEMENT IN THE MIDDLE SCHOOL CLASSROOM

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Macon, A. (2015). THE EFFECT OF DIFFERENTIATED INSTRUCTION PROFESSIONAL DEVELOPMENT ON RESPONSE AND ENGAGEMENT IN THE MIDDLE SCHOOL CLASSROOM. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This case study examined the effects of a one-day differentiated instruction professional development on teacher implementation and student engagement. All schools provide professional development for teachers and expect student engagement in the classroom; how the training is structured, funded, and implemented is typically up to the school. The data collected focused on implementation of the differentiated instruction strategies presented, teacher views on differentiated instruction, and student engagement. Teacher surveys, teacher interviews, student surveys and classroom observations were used to determine impact of the one-day professional development on student engagement in the classroom.

Details
Author

Macon, Amanda

Title

THE EFFECT OF DIFFERENTIATED INSTRUCTION PROFESSIONAL DEVELOPMENT ON RESPONSE AND ENGAGEMENT IN THE MIDDLE SCHOOL CLASSROOM

Physical Description

1 online resource (124 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This case study examined the effects of a one-day differentiated instruction professional development on teacher implementation and student engagement. All schools provide professional development for teachers and expect student engagement in the classroom; how the training is structured, funded, and implemented is typically up to the school. The data collected focused on implementation of the differentiated instruction strategies presented, teacher views on differentiated instruction, and student engagement. Teacher surveys, teacher interviews, student surveys and classroom observations were used to determine impact of the one-day professional development on student engagement in the classroom.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

D.Ed.

Keywords

Differientiation
Engagement
Middle School
Motivation
Professional Development

Subject Area

Educational Leadership

Advisor(s)

Lock, Corey

Committee Members

Shore, Rebecca
Dika, Sandra
Jones, Jeanneine

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2015.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Macon_uncc_0694D_10779

Permalink

http://hdl.handle.net/20.500.13093/etd:120