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Research in Higher Education Journal Examining differentiated instruction: Teachers respond Brenda Logan Armstrong Atlantic State University ABSTRACT Today s classrooms are more diverse than ever.

It provides students with a primer on what differentiated instruction is and provides suggestions for designing it. Finally, it suggests that when educators encounter the use of differentiated instruction, they should be aware of the possible ramifications of using such policies and strategies on student achievement and student well-being. The article concludes by discussing the challenges for integrated instruction, as well as some potential ramifications of implementing such policies. The article has three sections. Section 1 reviews why educators would choose to use differentiation of instruction. Section 2 contains a brief analysis of the use of differentiated instruction in a variety of contexts. Section 3 provides suggestions on how educators can begin to implement the concepts and theories described in the article in their own settings in order to meet the needs of students. Teacher Diversity in Secondary Schools: Implications for Teacher Selection and Leadership Brenda C. Logan Armstrong Trinity University ABSTRACT A growing national concern regarding the increasing numbers of Hispanic, Asian, and black male graduate students in secondary schools has raised the question of how the high percentage of minority teachers affects their performance and classroom management abilities. The purpose of this paper is to examine the effects of teacher characteristics on student teaching and learning. A variety of theoretical predictions are offered, and it is shown that the more teacher diversity the school has, the lower its teacher salaries, the more that this is true the higher teacher diversity in a school, the better the students perform and the fewer students fail to complete the grade level of their primary subject. This effect appears due to different teacher characteristics that positively impact different students and is independent of student background. Because teachers are the greatest determinants of student learning, student achievement, and student well-being, this research suggests that teachers are among the most critical persons in the schools. An Introduction Brenda C. Logan Armstrong Trinity University ABSTRACT “The principal function of schools is to mold the human spirit to conform to the requirements of society.” — Herbert Hoover In 1971, the National Commission on Minority Educations reported that black achievement gaps in all levels of education were greater than ever before. A survey of the literature concerning black students concluded that black students have been denied an equal educational opportunity as white and other minority students. The U.S. Department of Education released a federal document at the time, in which it set forth policies, recommended criteria for evaluating schools and encouraged public entities to identify effective minority and other schools.

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What is examining differentiated instruction?

Examining differentiated instruction is the process of evaluating and analyzing the practice of tailoring instruction to meet the individual needs and learning styles of students.

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Teachers, educators, and schools are required to implement and file examining differentiated instruction.

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To fill out examining differentiated instruction, educators should gather relevant data and evidence of differentiated instruction practices, analyze its impact on student learning, and document findings in a comprehensive report.

What is the purpose of examining differentiated instruction?

The purpose of examining differentiated instruction is to assess the effectiveness of individualized teaching methods in promoting student engagement, understanding, and academic success.

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The report for examining differentiated instruction should include details about the strategies, resources, and assessments used, evidence of differentiated instruction in practice, student progress and outcomes, and any adjustments made based on the analysis.

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