Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis
Abstract
The current study aimed to understand teacher-related variables that support self-regulated learning (SRL) and differentiated instruction (DI) after participation in an ALL-ED (All Learners Learning Every Day) professional development. The ALL-ED framework ensures curriculum access for all learners, by providing teachers with the tools for sustainable differentiated instruction and adheres to best practices for developing teacher knowledge and skill through ongoing professional development. The current study employed a convergent parallel mixed-methods design, which consisted of collecting and analyzing both quantitative and qualitative data simultaneously. Overall, results suggested that most teachers who participated in an ALL-ED professional development were supportive of and implemented such practices or routines in their classrooms. Teachers maintained a student-centered philosophy and promoted practices to support effective differentiation and student SRL. A strong relationship was found among constructs relating to instructional practices that support differentiated instruction, teacher self-efficacy and teacher self-regulation. These findings add to the literature on the link between student and teacher self-regulated learning and differentiated instruction.
Subject Area
Teacher education|Instructional Design|Educational psychology
Recommended Citation
Caceres Tuccillo, Maria, "Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis" (2019). ETD Collection for Fordham University. AAI13904356.
https://research.library.fordham.edu/dissertations/AAI13904356
