Proposed Title Your Name Dr. Deborah Naughton – Instructor ✓ Solved
Proposed Title Your Name Dr. Deborah Naughton – Instructor EDU 671 Ashford University Area of Focus
Describe the purpose of your study in two to three sentences, beginning with “The purpose of this study is to…”.
Observations that led to your interest in this action research project should be described in half a page, including student interactions or review of data.
Explain the background or history of the situation in your classroom, school, or workplace context in one page.
Describe what interventions you or others have previously tried to address the problem in half a page, including what has worked or not worked.
Provide a description of each participant for the study in no more than one page, including their relevance to the research.
Justify why these participants are appropriate for your study within one page, explaining their significance.
List two answerable research questions, one quantitative and one qualitative, including definitions for any technical terms used.
Evaluate whether your idea involves teaching and learning, supporting your evaluation with relevant literature, in at least one paragraph.
Assess whether your idea is within your locus of control in at least one paragraph.
Describe your passion for this idea, where it originates from—such as life experiences or professional practice—in at least one paragraph.
Explain how your idea inspires you to implement change or improvement in at least one paragraph.
Include your preliminary reference list formatted in APA style with hanging indents.
Sample Paper For Above instruction
Purpose of the Study
The purpose of this study is to investigate the impact of differentiated instruction on student engagement and academic performance in middle school mathematics classrooms. By examining how tailoring teaching strategies to individual learner needs affects learning outcomes, this research aims to improve instructional practices and student achievement.
Interest and Background
My interest in this action research project stemmed from observed discrepancies in student engagement during mathematics lessons. Regular review of assessment data indicated that some students remained disengaged or underperformed, prompting me to explore interventions that could foster greater participation. Over time, I noticed that incorporating varied instructional strategies seemed to correlate with increased motivation among certain student groups, inspiring a deeper investigation into differentiated instruction.
The background of this situation involves the classroom environment where diverse learner needs coexist. Historically, my school has emphasized traditional teaching methods, which may not adequately address individual learning styles. This realization led to an interest in adaptive teaching practices that cater to varied student abilities and preferences.
Previous Interventions
In previous efforts, I experimented with group work, visual aids, and technology integration to enhance student engagement. Some initiatives, such as incorporating educational games and flexible grouping, showed promise in motivating students who previously struggled. However, challenges persisted with consistent implementation and measuring the effectiveness of these strategies. Others attempted to modify assessments to better reflect individual progress, with mixed results, highlighting the need for a systematic study of differentiated instruction’s effectiveness.
Participant Description
The participants in this study include middle school students enrolled in my mathematics class, comprising a diverse demographic in terms of ability levels, socioeconomic backgrounds, and learning preferences. Additionally, I will include relevant stakeholders such as parents and fellow educators involved in supporting student learning. Their perspectives and experiences are integral to understanding the impact of differentiated instruction.
Justification of Participants
The selected participants are justified because they directly experience and are affected by the instructional strategies being studied. Students are the primary beneficiaries, and their engagement and performance serve as essential data points. Involving parents and colleagues provides contextual insights and supports a comprehensive understanding of the intervention’s effectiveness within the educational environment.
Research Questions
- Quantitative: What is the difference in student achievement scores when differentiated instruction is applied over a semester?
- Qualitative: What is the perspective of students and teachers regarding the impact of differentiated instruction on motivation and classroom climate?
Definitions:
- Differentiated instruction: An instructional approach that tailors teaching to meet individual learners’ needs, preferences, and abilities.
Teaching and Learning Evaluation
This idea involves teaching and learning because it directly pertains to instructional practices that impact student engagement and mastery of content. Literature supports the notion that differentiated instruction can enhance learning by accommodating diverse learner needs (Tomlinson, 2014). Therefore, implementing tailored strategies aligns with best practices in education aimed at fostering inclusive and effective learning environments.
Locus of Control
This initiative is within my locus of control because it involves my professional practice and instructional decisions. I have the autonomy to modify teaching methods and implement differentiated strategies that could influence student outcomes, making this a manageable and controllable aspect of my teaching environment.
Passion for the Idea
My passion for differentiated instruction originates from a commitment to equitable education and a desire to see all students succeed. Having witnessed diverse student needs firsthand, I am motivated to adapt my teaching to better serve each learner’s potential, inspired by my experiences as an educator dedicated to student growth.
Inspiration and Motivation
This idea inspires me to pursue continuous improvement in my teaching practices. Recognizing the positive impact of personalized approaches on student motivation encourages me to explore innovative strategies that can transform classroom experiences and promote academic success for every student.
References
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
- Heacox, D. (2012). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing.
- Subban, P. (2006). Differentiated instruction: A research basis. International Journal of Inclusive Education, 10(4), 277-293.
- Ritella, G. A., & Tomlinson, C. A. (2017). Differentiated instruction: An introduction. Journal of Educational Strategies, 5(2), 45-60.
- McTighe, J., & Wiggins, G. (2013). Understanding by design. ASCD.
- Margoluis, C., & Rousmaniere, K. (2015). Building inclusive classrooms: Strategies for success. Teachers College Press.
- Tomlinson, C. A., & Moon, T. R. (2014). Assessment and student success in a differentiated classroom. ASCD.
- Heacox, D. (2017). Differentiated instruction: Making learning personal. Free Spirit Publishing.
- Hall, T., & Strangman, N. (2013). Differentiated instruction handbook. Center for Applied Special Technology.
- Lipsky, M., & Gartner, A. (2018). Inclusive teaching strategies for diverse classrooms. Routledge.