Teacher Perceptions of Differentiated Instruction in a Standards-Based Grading Middle School

Autor/in	Williams, Marissa J.
Titel	Teacher Perceptions of Differentiated Instruction in a Standards-Based Grading Middle School
Quelle	In: Educational Research: Theory and Practice, 34 (2023) 1, S.129-150 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Williams, Marissa J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Teacher Attitudes; Individualized Instruction; Grading; Academic Standards; Middle Schools; Middle School Teachers; Public Schools; Grade 7; Grade 8; Student Needs; Teaching Methods; Student Evaluation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Individualisierender Unterricht; Notengebung; Schulnote; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Studentische Bewertung
Abstract	Differentiated instruction, an inclusive teaching strategy incorporating essential skills while individualizing curriculum at current instructional levels, has little inquiry into its effect on standards-based grading system within the middle grades setting. This qualitative study was designed to better understand teacher perceptions of differentiated instruction in a standards-based grading middle school. Systems theory framed the study by exploring differentiated instruction and standards-based grading as parts, combining parts toward the whole of the educational system at one specific middle school, and looking at the emergent characteristics of teachers' perceptions that arose through qualitative themes. Focusing on teacher perceptions in a middle grades' context illuminates possible connections while explicating teachers' views of the phenomenon within the larger scope of education at one middle school. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01