Publication Date

5-2024

Advisor(s) - Committee Chair

Julia Roberts, Mary Evans, Janet Tassell, Tracy Inman

Degree Program

School of Teacher Education

Degree Type

Specialist in Education

Abstract

This research study investigates the use of preassessment data to guide differentiated instructional strategies in educational settings. Since there has been an increased awareness of diverse learning requirements among students, differentiated instruction has become a highly researched topic and proved to be an effective strategy used to address different learning modalities, interests, and levels of readiness. However, there has been little research aimed at differentiating for a middle school math classroom. In this study, qualitative methods are employed, and interview transcripts are the primary sources of data. Findings revealed that math teachers understand the benefits of preassessments and differentiation strategies, however are not consistently utilizing them in their classrooms due to several limitations. Implications for current math educators are suggested that may improve the use of preassessment and differentiation strategies within the classroom.

Disciplines

Education | Gifted Education

Download

Share

COinS