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dc.contributor.authorCross, Benjamin Taylor
dc.description.abstractThis study sought to examine why teachers in diverse 9th and 10th grade English classes lacked efficaciousness when differentiating lessons. Participating in a ten-week professional development plan, seven teachers attended weekly meetings for half an hour each week, where they were exposed to these strategies and had time to plan with their colleagues to determine how these strategies could be used in their classrooms with their students. This mixed methods study utilized quantitative data through the TSES efficacy survey that was conducted at the beginning and the end of this study, and qualitative data through recorded meetings, observation field notes, and personal interviews. This study sought to answer the following research questions: 1. How does comfortability and familiarity with differentiation strategies impact the self-efficacy of teachers to differentiate in their classrooms? 2. What specific differentiation strategies will be most effective in allowing for teachers at DHS to build efficacy for differentiating in the classroom? 3. What will the action research team learn about the effect of differentiation professional development on the self efficacy for differentiating for the teachers in the study? Ultimately, this study determined how a professional development plan directly focused on differentiation impacted the efficacy of teachers to differentiate in their classrooms.
dc.subjectDifferentiated instruction, Self-efficacy, Tracking, Action research
dc.titleThe effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorSheneka M. Williams
dc.description.committeeSheneka M. Williams
dc.description.committeeJohn Dayton
dc.description.committeeKaren C. Bryant

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