Date of Award

Spring 3-19-2020

Document Type

Dissertation

Degree Name

Ed.D. Transformational Teaching and Learning

Department

Secondary Education

First Advisor

Dr. Helen S. Hamlet

Second Advisor

Dr. Heather Leah Ryerson Fountain

Third Advisor

Dr. Kathleen Stanfa

Abstract

This research examined the effects of differentiated instruction and self-reflection training within a post graduate education trainee program. The purpose of the study was to investigate the effects of the inclusion of multiple teaching and learning strategies and reflective practice instruction on how education trainees chose, adjusted, and assessed instructional methods in their programs. Differentiated instruction theory, learning style theory, and reflective theory constituted the framework for this study.

The method of analysis was a case study of individual education trainees utilizing multiple data collection methods. Qualitative data was gathered through structured interviews, dialogic seminars, and reflective journals. Constant comparative analysis of the data sets using emergent thematic coding resulted in four themes.

Instruction in multiple learning styles theory resulted in trainees researching audience demographics prior to programs, suggesting the information was perceived as essential for effective teaching. Instruction in a variety of teaching strategies resulted in the development of a growth mindset focused on taking new knowledge and applying it in their own practice. The inclusion of reflective practices resulted in trainees focusing on the reactions of learners to the learning experience. Self-reflection was seen by trainees as a platform for the development of differentiated instruction techniques.

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

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