▼ The purpose of this research was to reflect on and analyze the actual implementation of differentiated instruction, by a single classroom teacher, in a regular education classroom. The purpose of this study was to qualitatively examine effective and attainable instruction methods that utilize differentiated instruction to meet the needs of all students. The research question this study attempted to answer read: How can a regular education classroom teacher utilize differentiated instruction to meet the diverse needs (student readiness, ability levels, interests, and learning styles) of all students simultaneously? The qualitative research method ethnography was utilized during this study. A second grade teacher, Miss Lindsey, served as the sole participant for this study. The setting for the collection of data included the charter school in which Miss Lindsey is employed; specifically, her second grade classroom. Data was collected in three forms: participant-observation field notes, a formal interview with the classroom teacher, and a collection of lesson plans and supplemental activities and worksheets representing the planned use of differentiated instruction in the classroom. This data was then analyzed for significant findings using a set of pre-determined assertions: eleven hallmarks of a differentiated classroom (Tomlinson and Eidson, 2003). Evidence to support each hallmark, as discussed in this chapter, illustrated how differentiation was utilized, or implemented, in the observed classroom. The observed, regular education, classroom was found to be representative of a differentiated classroom based on Miss Lindsey’s ability to demonstrate and support each of the eleven hallmarks. Advisors/Committee Members: Huziak-Clark, Tracy.

▼ Play is an important aspect of children’s social, emotional, and physical development that is being pushed out of kindergarten because of the drive to meet standards and exceed on assessments. This research explores the perspectives of half-day and full-day kindergarten teachers on play-based learning. Particularly, the value teachers place on the integration of play-based learning into kindergarten instruction, as well as how often they use play-based instruction, are assessed. Furthermore, the influences and pressures kindergarten teachers perceive as barriers to the implementation of play-based learning are investigated. Finally, strategies to implement play-based learning within a standards-based culture of assessment are presented. Advisors/Committee Members: Worch, Eric.

▼ Thirteen books containing a character with a hearing loss were analyzed for the portrayal of the characters in the areas of characteristics, story elements, interactions, and authenticity. Results indicated that an accurate portrayal occurred in the areas of gender, relationships, and internal struggles of the character with a hearing loss. The character’s mode of communication was mostly speechreading and speaking which is not consistent of today’s society. There were inconsistencies within the books and our culture in the portrayal of the origin of hearing loss and the lack of characters with cochlear implants. Advisors/Committee Members: Hendricks, Cindy.

▼ The problem of this study was to determine the usage of the theories contained within Gee’s (2003) 36 Learning Principles in current workplace training. To that end, an online survey was administered to workplace-training professionals. The survey was comprised of 21 Likert scale statements gauging the usage of those principles. A survey-making software package was then used to convert all collected raw data into utilizable percentages. Those reported percentages were grouped based on predefined, categorical groupings within the survey-instrument. After the survey had been performed and data analyzed, the results for all three groups indicated a high usage of Gee’s (2003) 36 Learning Principles. Certain similarities and differences were also noticed overall as well as when the groups were compared on an individual Likert-scale-statement basis. Within that comparison, certain training methods were found to be used more often than others. Similarly, certain methods were given a higher priority than others. Among the more frequently used methods by the trainers were allowing the learner to be actively involved in the learning process, to foster intrinsic value for the learning process, allowing the learner to understand the content, to give the learner information at relevant times and in appropriate amounts. Among the lesser prioritized methods used by the trainers were allowing the learner to perform self-refection and evaluation, practice newly-acquired skills multiple times, until mastery level is achieved, problem-solve while using various resources, and developing and mastering consecutive skills. Advisors/Committee Members: Herman, Terry.