Abstract
Purpose: The purpose of the study was to identify the degree to which middle school teachers perceive process, content, product, and class community in differentiated instruction as important to improving student achievement. Additionally, the purpose of the study was to identify the degree to which middle school teachers who utilize differentiated instruction perceive the importance of classroom community in improving student achievement. Methodology: The subjects of this study were 144 middle school teachers from 4 counties. Using a quantitative method, descriptive study design, subjects participated in an online survey producing quantitative results. Findings: The 2 differentiated instruction elements teachers perceived as most important were classroom community and process. Teachers identified 4 strategies as most important for the cultivation of classroom community: safe environment, mutual respect, class norms, and student interest. The open-ended survey responses yielded 5 themes as benefits of a classroom community. Students (a) have positive engagement, (b) take more positive academic risk, (c) need a safe learning environment, (d) increase self-esteem, and (e) have better classroom behavior. Advanced-level schools were less likely than those from basic-level and proficient-level schools to view social engagement in class as important. Finally, teachers from basic-level schools were more likely than those from proficient and advanced schools to rate team teaching as important. Conclusions: Schools which use differentiated instruction as part of their program improve student achievement. Student achievement improves when classrooms use a strong combination of classroom community and process. Classrooms using a strong sense of classroom community have higher student engagement and more students likely to take positive risk, create a safer learning environment for students, and have a stronger teacher-student relationship. Finally, basic-level schools should focus more on student interest, safe environment, mutual respect, academic rigor, and collaborative group activities. Recommendations: A qualitative study with focus groups of advanced-level middle schools would lead to gaining a deeper understanding of how classroom community improves student achievement. A broader, similar study could be replicated nationally of 9th-12th grade to see if there are any significant differences in the results from basic, proficient, and advanced high schools.