DOI
https://doi.org/10.25772/2A00-FE97
Defense Date
2010
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Educational Studies
First Advisor
Whitney Sherman
Abstract
DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION This qualitative case study uses observations and interviews to examine the practice of differentiation by twelve collaborative middle school reading teachers in a school that has shown a decrease in the achievement gap for students with disabilities on end of year tests on state standards. Observations and interviews were analyzed to determine the teachers’ knowledge and application of differentiated instruction. The results showed that four of the six teams possessed a comprehensive knowledge of the practice of differentiation and the data available to assist in planning lessons. Some differentiation was observed in each of the six classrooms.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
May 2010