Differentiated Instruction: the effect on student achievement at Northington elementary school

by

ACKNOWLEDGEMENT

It would not have been possible to narrate this thesis without the help and motivation of the gracious people around me, to only some of whom it is possible to give particular highlight here. First of all, I would like to express my sincere appreciation to my advisor for the continuous support of my study and research, for his endurance, enthusiasm and engross knowledge. His guidance helped me in all the time of research and writing for this thesis. Besides my advisor, I would like to thank the rest of my thesis committee [s] for their encouragement, perceptive comments and difficult questions. I thank my fellow research companions [names] for the stimulating discussions, for working together before deadlines and for the enlightening experiences. Last but not the least I would like to thank my family: [names] for supporting me and providing me insightful suggestions and ideas for working on this diversified project.

Abstract

The purpose of this study is to distinguish and highlight the benefits and advantages of differentiated instruction and if it had any effects on student achievement at Northington elementary school. The researcher sought to answer the research question 'How does differentiated instruction affect student achievement?' and everything detailed and informative which was related to the study. It was also the purpose of this study to determine if the teachers using the differentiated instruction method were producing higher outcomes and achievement results with their students in comparison to those who don't use the differentiated instruction method. The study implied mixed method research design and consistent of two methods for the purpose of calculating approximated data regarding differentiated instruction method. The information which was utilized was based on a survey method for the findings to suggest that teachers beginning differentiation instruction method should have experimented with different learning styles and behaviors before going for the actual means with their students. The administration of this research is going to provide essential and significant information for the teacher to be implementing on and choose the interest and quality confirmation with the techniques that are visibly effectual. Differentiation instruction method is not genuinely implied in a lot of institutions but the purpose of this paper is to reflect on some major contributions where it can possibly have the best possible outcomes; it can also mediate the learning response and teaching mechanisms for various teachers and students. Differentiated instruction functionalities and capabilities are discussed in the paper as well.

ACKNOWLEDGEMENTII

ABSTRACTIII

CHAPTER 1 INTRODUCTION1

Background1

Rationale of the study3

Study problem4

Purpose of the study6

Statement of the problem8

Research aims and objectives10

Structure of the study11

CHAPTER 2 LITERATURE REVIEW13

Conceptual framework13

Major principles20

Global perspective20

Exigency approach of culture21

Strategic implications22

Technical strategies24

Organizational structure24

Configuration perspective25

Essential components of differentiation instruction26

Resource based view28

Behavioral perspective29

Student's achievement and schooling environment38

Possible challenges in differentiation instruction application42

Resistance to Change42

Lack of information43

Financial resources43

Education and support44

Lagging behind of technological facilities44

Staffing and logistic issues45

Managing the change45

Lack of leadership45

Lack of regulation understanding46

Barrier of liability46

Differentiation instruction-management aspects47

CHAPTER 3 METHODOLOGY51

Method51

Research design51

Appropriateness of design53

Research question55

Population56

Informed consent59

Sampling frame61

Statement of confidentiality64

Instrumentation66

Data collection69

Validity and reliability73

Summary75

CHAPTER 4 ...