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An Analysis of Teacher Action Research Focused on Differentiated Instruction for Student Subgroups in One Florida School District in 2009-2010

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Date Issued:
2011
Abstract/Description:
This study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the district emphasized as part of the professional development such as differentiation, student subgroups, and collaboration.The Action Research Rubric contained seven subscales: Purpose of the Study, Plan, Professional Collaboration and Resources, Data and Evidence, Results, Instructional Decisions and Professional Reflection, and Sharing Results. Descriptive statistics were found for the aggregate group of reports as well as subgroups depending upon the school level (elementary, middle, or high school), the types of teachers within the elementary category, or the FCAT subject area of focus for the report. Overall, the action research reports met the district's standard as measured by the Action Research Rubric. As an aggregate group, the reports also met the standard on the Purpose of the Study, Professional Collaboration and Resource, and Data and Evidence Subscales. They did not perform as well on the Plan and Sharing Results Subscales.
Title: An Analysis of Teacher Action Research Focused on Differentiated Instruction for Student Subgroups in One Florida School District in 2009-2010.
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Name(s): Madden, Michelle, Author
Taylor, Rosemarye, Committee Chair
Pawlas, George, Committee Member
Witta, Eleanor, Committee Member
Little, Mary, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the district emphasized as part of the professional development such as differentiation, student subgroups, and collaboration.The Action Research Rubric contained seven subscales: Purpose of the Study, Plan, Professional Collaboration and Resources, Data and Evidence, Results, Instructional Decisions and Professional Reflection, and Sharing Results. Descriptive statistics were found for the aggregate group of reports as well as subgroups depending upon the school level (elementary, middle, or high school), the types of teachers within the elementary category, or the FCAT subject area of focus for the report. Overall, the action research reports met the district's standard as measured by the Action Research Rubric. As an aggregate group, the reports also met the standard on the Purpose of the Study, Professional Collaboration and Resource, and Data and Evidence Subscales. They did not perform as well on the Plan and Sharing Results Subscales.
Identifier: CFE0004131 (IID), ucf:49095 (fedora)
Note(s): 2011-12-01
Ed.D.
Education, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): action research -- differentiated instruction -- subgroups -- FCAT -- teacher research -- collaboration -- professional development
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004131
Restrictions on Access: public 2011-12-15
Host Institution: UCF

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