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Therefore, the purpose of this study is to determine the extent to which special training addressing how to effectively identify the correct needs of the students, without the intrusion of personal bias, will improve the academic outcomes of elementary school students. Because this is a quantitative study, academic outcomes will be measured in terms of test scores on a standardized test designed for grades 2 through 4.
Research Design and Procedure/Data Analysis
This study will use an experimental, quantitative post-test/pre-test design to measure student academic improvement. There will be an experimental group (Group A) and a control group (Group B). Group A will consist of 30 teachers of children grades 2-4 who have been practicing differentiated instruction for one year or less. Group B. will also consist of 30 teachers of children grades 2-4 who have been practicing differentiated instruction for one year or less. The demographic variables between these two groups and their students will be made as equal as possible. The sampling technique will be a convenience sample because it will rely on recruitment from requests on internet websites, message boards and blogs that attract elementary teachers who have a vested interest in differentiated instruction.
Both Group A and Group B. will be instructed to give their students a standardized test (tbd) at the beginning of the school year. They will submit these test scores anonymously to the researcher (that is, the...
Group A will then participate in a structured supplementary course of approximately 3 hours to learn how to effectively group and differentiate students with minimal misconceptions, biases or errors. Group B. will not receive any training.
After a period of 12 weeks, the students will be given the standardized tests again. The data will then by analyzed by quantitatively comparing the students' new scores with their original scores, and with the scores of the other group, to determine which group's scores improved the most. Accounting for outside variables and the validity and reliability of the standardized test instrument, determinations can then be made as to whether or not the hypothesis has been supported by the data.
References
Benjamin, A. (2003) Differentiated instruction: A guide for elementary school teachers, Eye On Education, Inc.
Meijnen, G.W. And H. Guldemond (2002) Grouping in primary schools and reference processes, Educational Research & Evaluation, 3, 229-249
Rodriguez, A.J. & Kitchen, R.S. (2005) Preparing mathematics and science teachers for diverse classrooms: promising strategies for transformative pedagogy, Mahwah, NJ: Lawrence Erlbaum Associates.
Tomlinson, C.A. (2001). How to Differentiate instruction for mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
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