There is a disproportional representation of African American students in special education in the United States. Minimal use of differentiated instruction is a common reason for overrepresentation of minority students in special education. I conducted an action research study with elementary school teachers involving differentiated instruction. One purpose of my project was to facilitate teachers with capacity building and assist 3 participants with overcoming common barriers in differentiated instruction creating second order change. A second purpose was to explore my leadership theories-in-action: transformational, servant and cultural proficiency.
I discovered five missing pieces of relevant knowledge in differentiated instruction literature that did not deal with the historically oppressed kindergarten to 12th grade African American students and minimally discussed how to bridge classroom teaching practices to differentiated instruction educational methods. To address these shortcomings, I created D.O.O.R.S., my five guideline action plan. I discovered D.O.O.R.S. guidelines had a positive impact on teacher implementation of differentiated instruction and that cross-cultural dialogue may be necessary to resolve the issue of cultural bias in traditional educational settings. For my leadership style, I explored my living theory, created an original leadership style tri-river leadership and found my core leadership style was ethical leadership.
|Advisor:||Coaxum, James, III|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 71/03, Dissertation Abstracts International|
|Subjects:||Elementary education, Teacher education, Curriculum development|
|Keywords:||African-American, Cultural proficiency, Differentiated instruction, Educational leadership, Special education, Teacher professional development|
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