JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

Differentiation (DI) in Higher Education (HE): Modeling What We Teach with Pre-Service Teachers

Author(s):  Lesley Anne Evans-Hellman, Rebecca Haney

Citation: Lesley Anne Evans-Hellman, Rebecca Haney, (2017) "Differentiation (DI) in Higher Education (HE): Modeling What We Teach with Pre-Service Teachers," Journal of Higher Education Theory and Practice, Vol. 17,  Iss. 5, pp. 28-38

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Practices of teachers in the K-12 classroom have been established to include differentiated instruction (DI) as a means to meet the needs of students. However, practices in higher education (HE) have limited opportunities for faculty to model DI. Previous research on DI in HE has centered on the practices that are utilized with students in open dialogue and intentional design. This study explored teacher candidates level of familiarity with DI, perceptions of DI in HE, and intended future use of DI in their classroom instruction. Findings suggest that a difference exists with students level of familiarity between programs and years in a program.