Master of Science in Education
Jane M. Leatherman
Date of Award
The number of students with disabilities being included in general education classrooms is increasing, and teachers are being held accountable for closing the achievement gap between these students and their nondisabled peers. Differentiated instruction (DI) is gaining recognition as an effective way to meet the diverse needs of learners in classrooms, including those with disabilities. However, not all teachers implement DI. This thesis is a research study that uses a quantitative design to explore the relationship between teacher efficacy, specifically toward teaching students with disabilities, and the DI techniques they are implementing in their inclusive classrooms. As demonstrated in this study, participants with higher efficacy scores toward teaching students with disabilities also scored higher on the scale measuring their DI technique use.
Allison Rice (2013).
Teacher Efficacy and Differentiated Instructional Practices in the Inclusive Classroom.
Available for download on Tuesday, August 15, 2017