Author

Staci Garvin

Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Blood, Erika M.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Teacher education||Elementary education||Teachers--In-service training||Inclusive education||Special education

Abstract

In this study, a multiple-baseline, single-case design, the researcher examined changes that occurred in six elementary general education teachers' application of differentiated instruction. The teachers participated in an 8-week online course about differentiated instruction. During the course, teachers worked in pairs and engaged in peer-coaching sessions that consisted of planning together, observing each other, and reflecting together about the effect of their instruction on students. Classroom observations were the primary method of data collection. The study reflected three conditions beginning with a baseline condition. Following baseline, the researcher observed participants' application and performance level of differentiated instruction while they completed online course chapters and then during a peer-coaching condition. The researcher used visual analysis of observational data to determine the effect on participants' application and performance level of differentiated instruction. The researcher also collected data about participants' attitude toward differentiated instruction through pre and post surveys. Lastly, the researcher collected social validity data about participants' perception of peer coaching. The results of this study suggest that peer coaching may be a viable component to online professional development. Participants who completed all study conditions online demonstrated improvement in their application and performance level of differentiated instruction after participation in the online course and peer coaching. Survey results indicate that participants valued differentiation, viewed themselves as responsible for addressing student variance in the classroom, and believed they differentiate frequently. Participants also viewed peer coaching as a beneficial component of the professional development online course.

Comments

Advisors: Erika Blood; Mary Beth Henning.||Committee members: Laura Hedin.

Extent

248 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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