Date of Award
Fall 2023
Type
Dissertation
Major
Doctor of Education
Degree Type
Curriculum and Leadership
Department
Teacher Education
First Advisor
Jennifer Lovelace, Ed. D.
Second Advisor
Jennifer VanSlander, Ed. D.
Third Advisor
Adam Kilcrease, Ph. D.
Abstract
It is a promotional requirement for grade 3 students to pass the Reading Georgia Milestones Assessment. Teachers are also expected to implement Differentiated Instruction (DI) with their students. The problem addressed in the study was to examine third grade teachers’ perceived effectiveness of Differentiated Instruction with students who must pass the Reading Georgia Milestones Assessment. The purpose of this bounded, case study was to describe teachers’ perceptions of implementing DI with grade 3 students in a school district located in central Georgia. The research paradigm that was used in this study was qualitative. This study included semi structured interviews of 10 third grade, general education teachers and document analysis. A thematic analysis of the data collected was performed and provided insight into the participants’ perceptions of the implementation of DI with third grade students.
Recommended Citation
Pope, Letasha, "Teachers’ Perceptions of the Implementation of Differentiated Instruction with Grade 3 Students in a School District in Central Georgia" (2023). Theses and Dissertations. 501.
https://csuepress.columbusstate.edu/theses_dissertations/501
