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Faculty Mentors

Dr. Rui Kang

Abstract

The purposes of this study are to investigate teachers’ perceptions of differentiated instruction and its implementation in day-to-day teaching within the classroom. A small sample of thirty-seven middle school teachers participated in this study. Thirty-three of them completed a fifty-item survey and four participated in a semi-structured individual interview. The findings support the premise that teachers know what differentiated instruction is theoretically or conceptually, but may not be implementing the corresponding strategies in their classrooms. One important implication of this study is that future staff development should continue to reinforce the necessity of differentiated instruction, correct the various misconceptions about differentiated instruction, and provide adequate training for the actual implementation of differentiated instruction.

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