Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Abstract

Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers' perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers' perceptions of differentiated instruction as an instructional strategy to address students' needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students' readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers' perceptions of differentiated instruction as an instructional strategy to address lower third students' needs in the planning and preparation of differentiated lessons affect implementation.