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Differentiation - An Examination of Varying Definitions amongst Teachers and Administrators

Robinson, Jason Frank
http://orcid.org/0000-0003-3693-3446
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564999389441139

Abstract Details

2019, Doctor of Education (Ed.D.), University of Findlay, Education.
Differentiation is included as a separate subdomain in the Ohio Teacher Evaluation System. The inclusion of differentiation on standards-based teacher evaluation systems requires it to be similarly defined formally and operationally by both teachers and administrators. This study investigated how teachers define differentiation, how administrators define differentiation, and how the two groups’ definitions align. An online mixed-methods survey was distributed to administrators throughout the state of Ohio. In the survey, teachers and administrators were asked to openly-define differentiation and to rate 32 possible examples of differentiation. The 32 examples of differentiation included examples of differentiation found in the literature regarding differentiation, non-examples of differentiation found in the literature, and possible examples of differentiation encountered by the researcher in his career. Of the 32 possible examples of differentiation, 31 did not show a statistically significant difference between administrators’ and teachers’ responses. One (emphasis on higher-order thinking) did show a significant difference. However, over 50% of both teachers and administrators either agreed or strongly agreed that 30 of the 32 examples and non-examples of differentiation should be considered differentiation. As a result, it was concluded that teachers and administrators do share common views on differentiation in practice but that it is a primarily all-inclusive definition. The study demonstrated that the need for a common definition including stronger clarity involving the parameters of differentiation is needed for the concept to be truly accepted for inclusion in a high-stakes standards-based teacher evaluation system.
Nicole Williams (Committee Chair)
John Gillham (Committee Member)
Jon Brasfield (Committee Member)
195 p.
Education; Educational Leadership; Educational Theory
differentiation; teacher evaluation; standards-based teacher evaluation

Recommended Citations

Citations

  • Robinson, J. F. (2019). Differentiation - An Examination of Varying Definitions amongst Teachers and Administrators [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564999389441139

    APA Style (7th edition)

  • Robinson, Jason. Differentiation - An Examination of Varying Definitions amongst Teachers and Administrators. 2019. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564999389441139.

    MLA Style (8th edition)

  • Robinson, Jason. "Differentiation - An Examination of Varying Definitions amongst Teachers and Administrators." Doctoral dissertation, University of Findlay, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564999389441139

    Chicago Manual of Style (17th edition)

findlay1564999389441139
639
© 2019, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.
Release 3.2.12