Master of Education (MEd), Bowling Green State University, 2010, Curriculum and Teaching/Master Teaching

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.

Committee: Tracy Huziak-Clark Dr. (Advisor); John Fischer Dr. (Committee Member); Lena Ballone-Duran Dr. (Committee Member) Subjects: Elementary Education

Doctor of Education (Educational Leadership), Youngstown State University, 2025, Department of Teacher Education and Leadership Studies

This study investigated the effectiveness of systematic K-6 spelling instruction, exploring the historical context, instructional practices, and professional development necessary to support both novice and experienced teachers. Using qualitative methods, data were collected through surveys and interviews with 30 elementary teachers in a western Pennsylvania school district. Highlighting a reliance on informal strategies and digital tools, the findings reveal significant gaps in formalized spelling programs which often hinder the development of foundational spelling skills. Effective instructional practices, such as phonics-based and multisensory approaches, were identified as crucial for improving student outcomes. Challenges include differentiating instruction to meet diverse student needs and addressing systemic barriers, such as inconsistent resources and limited professional development opportunities. This study underscores the need for tailored professional development focused on explicit, systematic instruction to enhance teacher capacity and student learning. The implications of this research extend to designing robust training programs and standardized assessments to support effective spelling instruction. Future research could explore longitudinal impacts of these interventions across multiple districts and states.

Committee: Karen Larwin PhD (Committee Chair); Jennifer Kohart Marchessault EdD (Committee Member); Terrie Turney EdD (Committee Member) Subjects: Curriculum Development; Early Childhood Education; Elementary Education; Literacy; Teaching

Master of Arts, Wittenberg University, 2021, Education

The current study sought to identify what differentiation strategies are commonly implemented by general educators in an attempt to promote an inclusive learning environment and the impact providing instruction in multiple modalities as it relates to student learning styles has on student achievement. Furthermore, the data collected in the study was used to analyze the perspective general educators have on promoting an inclusive learning environment consisting of learners with diverse backgrounds. The participants of this study were selected using two non-convenience samples consisting of a general educator population and a student population. All participants were from a rural public school district located in Central Ohio during the 2020-2021 academic school year. Results from this study indicate a high level of confidence in teacher perception of differentiation as well as frequent differentiation occurring at the time of the study. Participants of the study most commonly differentiated by process. Data collected from this study found no correlation between teaching in multiple modalities and student achievement.

Committee: Amy McGuffey (Advisor) Subjects: Education; Elementary Education

Ph.D., Antioch University, 2009, Leadership and Change

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Elizabeth Holloway PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Brad Mitchell PhD (Committee Member); Todd White PhD (Other) Subjects: Education; Educational Evaluation; Secondary Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

Rigorous school curriculums and end-of-course (EOC) exams have brought the need for literacy interventions at the high school level to the forefront. As 21st-century learning evolves, curriculum is shifting from traditional teaching to more student-centered approaches that value differentiated literacy instruction. Furthermore, teachers are receiving resources and ongoing professional development on secondary literacy interventions through Ohio literacy grants. However, the concept of literacy intervention across courses at the high school level is often overlooked due to the assumption that students have mastered reading comprehension in elementary school. The current mixed-methods investigation focuses on the implementation of evidence-based literacy interventions in an Ohio designated Science, Technology, Engineering, and Mathematics (STEM) high school. The purpose of the current study is to determine the impact of 21st-century literacy strategies on student reading levels, as well as student and teacher perceptions of literacy interventions and instruction. The examined literacy strategies include vocabulary instruction, differentiated literacy instruction, and both Fountas' & Pinnell's System of Strategic Actions (SOSA) and Leveled Learning Literacy Intervention (LLI). Results from the current investigation can inform administrators and teachers on the impacts of literacy interventions at the secondary level. Quantitative data results suggest that students grew an average of three Fountas & Pinnell reading levels over one academic year, and an average of five Fountas & Pinnell reading levels over a longitudinal three-year time span when receiving literacy interventions across content areas. Qualitative student interviews demonstrated four emerging themes: Student Perception, Changing of Students' Perceptions, Student Perceptions of Instruction, and Students' Perceived Importance of Reading. Additionally, qualitative teacher interviews demonstrated three e (open full item for complete abstract)

Committee: Karen Larwin PhD (Advisor); Patrick Spearman PhD (Committee Member); Sharon Stringer PhD (Committee Member); Sherri Woods DM (Committee Member) Subjects: Education; Language Arts; Literacy; Reading Instruction

Doctor of Philosophy, University of Toledo, 2017, Curriculum and Instruction: Secondary Education

This case study explores the different approaches to teaching inside a differentiated instruction classroom. The research will be conducted at a college preparatory high school with an emphasis on using various approaches to differentiated instruction to enhance students' comprehension of Advanced Algebra II. Data collection will include students' journal reflections, direct-observations, participant-observations, lesson plans, physical artifacts, various students' assessments, and survey-interviews. The study followed a mixed method design and consisted of two parts qualitative and quantitative data collection and analyses. Both data will be analyzed using excel sheets and ATLAS.ti software. In addition to studying the effects of differentiated instruction on the teacher, the focus of this study will be on mathematics differentiated instruction classroom and how the researcher will relate students' experience in class to the quantitative outcome of the data.

Committee: Leigh Chiarelott (Committee Chair); Debra Johanning (Committee Member); Berhane Teclehaimanot (Committee Member); Victoria Stewart (Committee Member) Subjects: Curricula; Curriculum Development; Education; Educational Theory; Higher Education; Instructional Design; Mathematics; Mathematics Education

Doctor of Philosophy, University of Toledo, 2004, Curriculum and Instruction

This ethnographic case study of a constructivist classroom examined the contextual, academic, and socio-cultural factors that influence kindergarten students' mathematical literacy development. This study was done during the crucial junction between informal and formal mathematics and during the junction between informal and formal discourse that occurs in a kindergarten classroom. It also examined how disciplinary knowledge in mathematics is presented through classroom discourse. Five lenses drawn from the research literature were used to examine the data: (a) socio-cultural perspectives, (b) constructivist learning theory, (c) kindergarten curriculum, (d) language and discourse development, (e) mathematical process and content. A final framework was developed from the data collected. It included an (a) active restructuring of the environment (socio-cultural perspectives and constructivist learning theory), (b) language and discourse development, and (c) mathematical processes and content. This framework also delineated the elements observed in the classroom that support the final framework categories. The choice of curriculum should support collaboration between children and adults as well as collaboration between children. The choice of curriculum should encourage the complex use of language and support the transition to formal mathematical discourse (one of the dominant academic discourses). Children's initiation and choice within the curriculum were found to be other key elements in this constructivist classroom. A system of continuous assessment and subsequent differentiation of instruction were two other essential elements in this reform mathematics classroom. Each of these key elements was shown to be important to foster mathematical literacy for all children. The role of socio-cultural perspectives ranging from Dewey's structuring of the environment through Freire's problem-posing curriculum to Delpit and Gee's work on dominant discourses was highlighted in (open full item for complete abstract)

Committee: Eileen Carr (Advisor) Subjects:

Doctor of Philosophy, Miami University, 2009, Educational Administration

Differentiated instruction is a popular instructional framework that seemingly promotes the successful inclusion of students identified with Specific Learning Disabilities into the general education classroom. This dissertation provides a philosophical foundation for inclusion based upon the philosophy of Dewey, particularly his notion of associated living. Next, using critical pragmatic methodology, the discourse of differentiated instruction is deconstructed to reveal the underlying beliefs about knowledge acquisition, equitable educational opportunity, and the educational and social value of community. Finally, suggestions are offered for a reconstructed discourse of differentiated instruction that more explicitly addresses educational inequities, the importance of culturally relevant pedagogy, and active community building in classrooms. These three elements are required for a conception of inclusion based upon Dewey's notion of associated living.

Committee: Dr. Kathleen Knight Abowitz (Committee Chair); Dr. Dennis Carlson (Committee Member); Dr. Frank Fitch (Committee Member); Dr. Thomas Poetter (Committee Member); Dr. Raymond Terrell (Committee Member) Subjects: Education

Master of Education, Cleveland State University, 2010, College of Education and Human Services

A developing trend in the world of education is separating students by gender via single gender schools, classrooms, or separation for certain subjects. The goal is finding out whether or not this segregation is beneficial to student achievement, if boys and girls learn differently, and whether or not these differences are biological or due to socialization. It is important to find these answers for educators to best serve their students. The approach was a review of the available literature, analyzing the studies involving student achievement at single gender schools, and studies about the differences in between the male and female brain and how the structure relates to their behavior. The research findings determined that there are significant differences in how boys learn versus girls. It happens extremely early on in life, if not prior to birth. There is compelling evidence for both biological and sociological influences. It is inconclusive to what extent each factors in to the equation. The research indicates that single gender schooling may be most beneficial for students in certain circumstances. Single gender schools have produced great gains in student achievement in areas with a disproportionately high population of “at risk” children. However, the study is limited in the lack of history for these programs, and the amount of variables involved. Schools that implement single gender programs may also have other distinct features that contribute their success such as more professional development for teachers, more community support, or a number of other factors. This remains a crucial topic for further research. It is essential to improve in the field of education to adapt to the needs of the constantly changing world.

Committee: James Moore PhD (Advisor); Anne Galletta PhD (Committee Member); Amanda Yurick PhD (Committee Member) Subjects: Behavioral Psychology; Education Philosophy; Educational Leadership; Educational Psychology; Educational Sociology

Master of Education (MEd), Bowling Green State University, 2011, Curriculum and Teaching

Differentiated instruction has been suggested through research as a way to ensure that all students in today's diverse classrooms the chance to succeed. However, there is a misconception that gifted students are able to differentiate instruction for themselves to provide the academic challenges necessary for intellectual growth. A third grade gifted pull-out program called FIND (Furthering Interests and Nurturing Development) was studied in an attempt to determine strategies of differentiated instruction which could be employed for gifted elementary students in a regular education classroom. This study used the qualitative research method of phenomenology. Data collected through observations, questionnaires, classroom and student artifacts and an interview to understand the experiences of the participants. The study concluded that an independent study project is a viable option for supporting students in the regular education classroom. This is especially true if the independent study is supported through pre-assessment, conferencing and goal setting. The study also concluded that teachers and students believe that providing gifted students with challenging work is necessary for their intellectual growth.

Committee: Brigid Burke PhD (Advisor); Tracy Huziak-Clark PhD (Committee Member); Nancy Patterson PhD (Committee Member) Subjects: Education

Master of Education (MEd), Bowling Green State University, 2011, Curriculum and Teaching

Diversity in the classroom is growing rapidly with students reflecting differences in race, religion, disabilities, interests, backgrounds, and abilities. Differentiated instruction has been researched to successfully increase student performance and engagement in these diverse classrooms. This study aims at enriching the knowledge base centered on differentiated instruction and its effect on engagement. The research question guiding this study was: What is the nature of engagement for teachers and students in a differentiated instruction classroom? This research study investigated a 5th grade classroom in an urban area grade school in the Midwest. This is a full inclusion 5th grade classroom, with 11 typically developing students and 11 students with special needs. In addition, this classroom is co-taught by a general education teacher and a special education teacher. The participants for this study included the 22 students and two teachers in this classroom. The research conducted for this study is qualitative in nature and utilized phenomenology as the research method. Findings of the study indicated that differentiated instruction can be an invaluable tool utilized to increase engagement and motivation in the classroom while accommodating for student differences. Furthermore, cooperating teachers participating in the study emphasized the need for teacher's willingness to accept students at their different ability levels and try to reach them so they succeed in the classroom.

Committee: Mohammed Darabie PhD (Advisor); Nancy Patterson PhD (Committee Member); Tracy Huziak-Clark PhD (Committee Member) Subjects: Education

Doctor of Education, Ashland University, 2009, College of Education

This study explored the quality of life of employed college graduates with disabilities. A mixed methods approach was utilized. Quantitative elements involved the measurement of self-efficacy and purpose in life perceptions. The results were comparable to the general population. The qualitative elements employed a case study approach. Participants reported strong parent advocates, possessed appropriate interpersonal skills, demonstrated determination, developed helpful social networks, and acquired the ability to become self-advocates. In the educational setting, participants reported benefiting from the principles of universal designs such as differentiated instruction and the incorporation of technology. The results of this study indicated a need for schools to do more to recognize individual potential and put emphasis on successful transitions for individuals with disabilities.

Committee: Carla Edlefson PhD (Committee Chair); Cynthia Bowman PhD (Committee Member); Maria Sargent PhD (Committee Member) Subjects: Academic Guidance Counseling; Adult Education; Behaviorial Sciences; Continuing Education; Curricula; Education; Educational Evaluation; Educational Psychology; Educational Sociology; Educational Theory; Elementary Education; Higher Education; Multicultural Education