A Methodical Evaluation of Teachers’ Knowledge and Practices of Differentiation in Basic Schools in the Effutu Municipality of Ghana

Anthony Atandigre Agamboka

doi:10.18535/ijsrm/v11i08.el01

Abstract

Teachers’ knowledge of differentiation and how they practice differentiation was evaluated in fifteen (15) Basic Schools of the Effutu Municipality. The study was guided by two (2) research questions and two (2) hypotheses. The study adopted the Vygotsky (1978) socio-cultural learning theory as the theoretical framework. A qualitative research method was employed as the approach and a case study as the design for the study. Relying on a primary data, a multi-stage sampling method which involved purposive sampling and simple random sampling was used to select the samples. The analyses revealed that the teachers have very high knowledge with respect to strategies of differentiation. Also, the frequency of implementation of differentiation in the subject areas was very good as only 3.3% of the selected teachers do not implement it in any of the subject areas they teach. It was found the proportion of teachers who implemented differentiation in core subjects like Mathematics, English Language and Natural Science were not significantly different from those who do not. Though, the result was generally reassuring, the study made recommended that enhanced supervision, and continuous professional development training therein for improving the situation.

Keywords

DifferentiationEvaluationKnowledgeMethodicalPractices

References

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Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.Google Scholar ↗
Creswell, J. W. (2009). Research design. Qualitative, quantitative and mixed methods approach (3rd Ed). U.K: SAGE Publications. P. 222-223.Google Scholar ↗
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Fowler, F.J. (2009). Survey research methods. Los Angeles, CA: SAGE.Google Scholar ↗
Franz, C. (2009). Running ahead: Differentiated instruction. University of La Verne, California, USA.Google Scholar ↗
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom: Practical Application. New York, NY: Guilford Press.Google Scholar ↗
Hobson, M. L. (2008). An analysis of differentiation strategies used by Middle School teachers in heterogeneously grouped classrooms. A Graduate thesis, University of North Carolina, Wilmington.Google Scholar ↗
Holloway, J. H. (2000). Preparing teachers for differentiated instruction. Educational Leadership, (58), 82–83.Google Scholar ↗
Kuyini, A. B & Desai, I. (2008). Providing instruction to students with special needs in inclusive classrooms in Ghana: Issues and challenges. International Journal of Whole Schooling, 4(1), 22-39.Google Scholar ↗
Langley, M L. (2015). Secondary English teachers’ perception of differentiated instruction for limited English proficient students. Walden Dissertations and Doctoral Studies.Google Scholar ↗
Launder, B. (2011). Supporting gifted students in the regular education elementary classroom through differentiated instruction. Bowling Green State University, Toledo, Ohio.Google Scholar ↗
Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-62.Google Scholar ↗
Ministry of Education (2015). Government of Ghana inclusive education policy 2015: Ministry of Education. Accra.Google Scholar ↗
Ministry of Education (2010). Education strategic plan 2010-2020: Policies, targets and strategies. Ministry of Education. Accra, Ghana.Google Scholar ↗
Ministry of Education -MOE. (2003). Government of Ghana Education Strategic Plan 2003-2015 Vol. 1 Policies, targets and strategies. Ministry of Education. Accra, Ghana.Google Scholar ↗
Palmer, T. & Maag, M. (2010). Differentiating instruction to challenge all students. University of Wisconsin Oshkosh, USA.Google Scholar ↗
Parrish N. (2019). Ensuring that instruction is inclusive for diverse learners. Edutopia, George Lucas Educational Foundation, USA.Google Scholar ↗
Richardson, D., K (2007). Differentiated instruction: A study of implementation. ProQuest Information and Learning Company Capella, USA.Google Scholar ↗
Rodriguez, A. (2012). An analysis of elementary school teachers' knowledge and use of differentiated instruction. https://digitalcommons.olivet.edu/edd_diss/39Google Scholar ↗
Santamaría, L. J., & Thousand, J. A. (2004). Collaboration, co-teaching, and differentiated instruction, a process-oriented approach to whole schooling. International Journal of Whole Schooling, 1(1), 13–27.Google Scholar ↗
Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3), 262-269.Google Scholar ↗
Tomlinson, C. A. (2004c). Sharing responsibility for differentiating instruction. Roeper Review, 26(4), 188-200.Google Scholar ↗
Tomlinson, C., & Allan, S. (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development: Alexandria, VA.Google Scholar ↗
Tomlinson, C. A. (1995). Deciding to differentiate instruction in the middle school: One school's journey. Gifted Child Quarterly, 39(2), 77-114.Google Scholar ↗
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A & Reynolds, T. (2003). Differentiating instruction in response to student readiness interest, and learning profile in academically diverse classrooms: A review of Literature. Journal for the Education of the Gifted, 27(2/3),119–145.Google Scholar ↗
Tomlinson, C. A., and Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.Google Scholar ↗
Tomlinson, C. A., Moon, T. R., and Callahan, C. M. (1998). How well are we addressing academic diversity in the middle school? Middle School Journal, 29(3), 3-11.Google Scholar ↗
Valiande, S. & Koutselini, M. (2009). Application and evaluation of differentiation instruction in mixed ability classroom. Nicosia: University of Cyprus.Google Scholar ↗
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, (Eds.) (14th ed.). London: Harvard University Press.Google Scholar ↗
Whipple, K. A. (2012). Differentiated instruction: A survey study of teachers understanding and implementation in a Southeast Massachusetts School District. Education Doctoral Thesis.Google Scholar ↗

[refR-1] Atindanbila, S. (2013). Research methods and SPSS analysis for researchers. Cantonments, Accra: BB Printing Press.Google Scholar ↗

[refR-2] Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.Google Scholar ↗

[refR-3] Creswell, J. W. (2009). Research design. Qualitative, quantitative and mixed methods approach (3rd Ed). U.K: SAGE Publications. P. 222-223.Google Scholar ↗

[refR-4] Creswell, J. W & Plano Clark, V.L. (2010). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar ↗

[refR-5] Fowler, F.J. (2009). Survey research methods. Los Angeles, CA: SAGE.Google Scholar ↗

[refR-6] Franz, C. (2009). Running ahead: Differentiated instruction. University of La Verne, California, USA.Google Scholar ↗

[refR-7] Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom: Practical Application. New York, NY: Guilford Press.Google Scholar ↗

[refR-8] Hobson, M. L. (2008). An analysis of differentiation strategies used by Middle School teachers in heterogeneously grouped classrooms. A Graduate thesis, University of North Carolina, Wilmington.Google Scholar ↗

[refR-9] Holloway, J. H. (2000). Preparing teachers for differentiated instruction. Educational Leadership, (58), 82–83.Google Scholar ↗

[refR-10] Kuyini, A. B & Desai, I. (2008). Providing instruction to students with special needs in inclusive classrooms in Ghana: Issues and challenges. International Journal of Whole Schooling, 4(1), 22-39.Google Scholar ↗

[refR-11] Langley, M L. (2015). Secondary English teachers’ perception of differentiated instruction for limited English proficient students. Walden Dissertations and Doctoral Studies.Google Scholar ↗

[refR-12] Launder, B. (2011). Supporting gifted students in the regular education elementary classroom through differentiated instruction. Bowling Green State University, Toledo, Ohio.Google Scholar ↗

[refR-13] Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-62.Google Scholar ↗

[refR-14] Ministry of Education (2015). Government of Ghana inclusive education policy 2015: Ministry of Education. Accra.Google Scholar ↗

[refR-15] Ministry of Education (2010). Education strategic plan 2010-2020: Policies, targets and strategies. Ministry of Education. Accra, Ghana.Google Scholar ↗

[refR-16] Ministry of Education -MOE. (2003). Government of Ghana Education Strategic Plan 2003-2015 Vol. 1 Policies, targets and strategies. Ministry of Education. Accra, Ghana.Google Scholar ↗

[refR-17] Palmer, T. & Maag, M. (2010). Differentiating instruction to challenge all students. University of Wisconsin Oshkosh, USA.Google Scholar ↗

[refR-18] Parrish N. (2019). Ensuring that instruction is inclusive for diverse learners. Edutopia, George Lucas Educational Foundation, USA.Google Scholar ↗

[refR-19] Richardson, D., K (2007). Differentiated instruction: A study of implementation. ProQuest Information and Learning Company Capella, USA.Google Scholar ↗

[refR-20] Rodriguez, A. (2012). An analysis of elementary school teachers' knowledge and use of differentiated instruction. https://digitalcommons.olivet.edu/edd_diss/39Google Scholar ↗

[refR-21] Santamaría, L. J., & Thousand, J. A. (2004). Collaboration, co-teaching, and differentiated instruction, a process-oriented approach to whole schooling. International Journal of Whole Schooling, 1(1), 13–27.Google Scholar ↗

[refR-22] Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3), 262-269.Google Scholar ↗

[refR-23] Tomlinson, C. A. (2004c). Sharing responsibility for differentiating instruction. Roeper Review, 26(4), 188-200.Google Scholar ↗

[refR-24] Tomlinson, C., & Allan, S. (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development: Alexandria, VA.Google Scholar ↗

[refR-25] Tomlinson, C. A. (1995). Deciding to differentiate instruction in the middle school: One school's journey. Gifted Child Quarterly, 39(2), 77-114.Google Scholar ↗

[refR-26] Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A & Reynolds, T. (2003). Differentiating instruction in response to student readiness interest, and learning profile in academically diverse classrooms: A review of Literature. Journal for the Education of the Gifted, 27(2/3),119–145.Google Scholar ↗

[refR-27] Tomlinson, C. A., and Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.Google Scholar ↗

[refR-28] Tomlinson, C. A., Moon, T. R., and Callahan, C. M. (1998). How well are we addressing academic diversity in the middle school? Middle School Journal, 29(3), 3-11.Google Scholar ↗

[refR-29] Valiande, S. & Koutselini, M. (2009). Application and evaluation of differentiation instruction in mixed ability classroom. Nicosia: University of Cyprus.Google Scholar ↗

[refR-30] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, (Eds.) (14th ed.). London: Harvard University Press.Google Scholar ↗

[refR-31] Whipple, K. A. (2012). Differentiated instruction: A survey study of teachers understanding and implementation in a Southeast Massachusetts School District. Education Doctoral Thesis.Google Scholar ↗