Teacher attitudes toward differentiated instruction in third grade language arts

Vivian Marina McLean

Abstract

The purpose of this study was to investigate teacher attitude toward differentiated instruction in third grade language arts in classrooms across a southern region of the United States. The researcher sought to answer four research questions "Does National Board Certification affect teacher attitude toward differentiated instruction," "Does teacher education affect teacher attitude towards differentiated instruction?," "Does teacher experience affect teacher attitude toward differentiated instruction?," and "Does professional development affect teacher attitude toward differentiated instruction?." The research findings supported the work of Tomlinson, McTighe, Webb, Wiggins, Vygotsky, and Gardner. Their literature served as a foundation in the identification of the variables for this study on attitudes toward differentiated instruction. Research findings suggested that neither teacher experience, National Board Certification, nor teacher education had a significant effect on teacher attitude toward differentiated instruction. However, there was a significant difference in teacher attitude toward differentiated instruction due to professional development. The findings of this study suggested that teachers receiving more professional development have a more positive attitude toward differentiated instruction.