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Differentiating Science Instruction: Secondary science teachers' practices
This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured parti...
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Published in: | International journal of science education 2015-09, Vol.37 (13), p.2065-2090 |
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container_end_page | 2090 |
container_issue | 13 |
container_start_page | 2065 |
container_title | International journal of science education |
container_volume | 37 |
creator | Maeng, Jennifer L. Bell, Randy L. |
description | This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education. |
doi_str_mv | 10.1080/09500693.2015.1064553 |
format | article |
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Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. 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Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.</description><subject>Case Studies</subject><subject>Classroom observation</subject><subject>differentiated instruction</subject><subject>Educational Strategies</subject><subject>Faculty Development</subject><subject>Grounded Theory</subject><subject>High Schools</subject><subject>Individualized Instruction</subject><subject>Measures (Individuals)</subject><subject>Observation</subject><subject>pedagogy</subject><subject>Preservice Teacher Education</subject><subject>Profiles</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Science Teachers</subject><subject>Scores</subject><subject>Secondary School Science</subject><subject>Secondary School Teachers</subject><subject>secondary science</subject><subject>Semi Structured Interviews</subject><subject>Student Interests</subject><subject>Teacher Effectiveness</subject><subject>Teaching Methods</subject><subject>United States (Mid Atlantic States)</subject><issn>0950-0693</issn><issn>1464-5289</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>8BJ</sourceid><recordid>eNp9kE9LAzEQxYMoWKsfobDgwdPWZPNndz0ptWpLwUP1HLLJRFPapCZbpN_eXVo9epph5vfmMQ-hEcFjgit8i2uOsajpuMCEdyPBOKcnaECYYDkvqvoUDXom76FzdJHSCmPMRCkGaP7orIUIvnWqdf4jW2oHXkM286mNO9264O-yJejgjYr7LB3XLSj9CTHdZNuoOkpDukRnVq0TXB3rEL0_Td8mL_ni9Xk2eVjkmlHc5oYIDYKbioMpCyEsobUquLW4YUVjK0PAUAW6rKjhtOLGWNUUUDKwpOk6OkTXh7vbGL52kFq5CrvoO0tJSlwzRiuKO4ofKB1DShGs3Ea36V6QBMs-Nvkbm-xjk8fYOt3ooIPo9J9mOie4LGrR370_7J23IW7Ud4hrI1u1X4doo_LaJUn_t_gBNu9-eQ</recordid><startdate>20150902</startdate><enddate>20150902</enddate><creator>Maeng, Jennifer L.</creator><creator>Bell, Randy L.</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>20150902</creationdate><title>Differentiating Science Instruction: Secondary science teachers' practices</title><author>Maeng, Jennifer L. ; Bell, Randy L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c430t-d16ce65d85ed7266f139a25ff0b42bf8d1ed3aec783d5385ddfab2e74ef1bab23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Case Studies</topic><topic>Classroom observation</topic><topic>differentiated instruction</topic><topic>Educational Strategies</topic><topic>Faculty Development</topic><topic>Grounded Theory</topic><topic>High Schools</topic><topic>Individualized Instruction</topic><topic>Measures (Individuals)</topic><topic>Observation</topic><topic>pedagogy</topic><topic>Preservice Teacher Education</topic><topic>Profiles</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Science Teachers</topic><topic>Scores</topic><topic>Secondary School Science</topic><topic>Secondary School Teachers</topic><topic>secondary science</topic><topic>Semi Structured Interviews</topic><topic>Student Interests</topic><topic>Teacher Effectiveness</topic><topic>Teaching Methods</topic><topic>United States (Mid Atlantic States)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Maeng, Jennifer L.</creatorcontrib><creatorcontrib>Bell, Randy L.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Maeng, Jennifer L.</au><au>Bell, Randy L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1072960</ericid><atitle>Differentiating Science Instruction: Secondary science teachers' practices</atitle><jtitle>International journal of science education</jtitle><date>2015-09-02</date><risdate>2015</risdate><volume>37</volume><issue>13</issue><spage>2065</spage><epage>2090</epage><pages>2065-2090</pages><issn>0950-0693</issn><eissn>1464-5289</eissn><coden>ISEDEB</coden><abstract>This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. 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source | International Bibliography of the Social Sciences (IBSS); ERIC; Taylor and Francis Social Sciences and Humanities Collection |
subjects | Case Studies Classroom observation differentiated instruction Educational Strategies Faculty Development Grounded Theory High Schools Individualized Instruction Measures (Individuals) Observation pedagogy Preservice Teacher Education Profiles Science education Science Instruction Science Teachers Scores Secondary School Science Secondary School Teachers secondary science Semi Structured Interviews Student Interests Teacher Effectiveness Teaching Methods United States (Mid Atlantic States) |
title | Differentiating Science Instruction: Secondary science teachers' practices |
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