Tailoring Classroom Instruction to Serve Elementary Texas Students: Implementing Differentiation for Student Success



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To address the needs of all (e.g., White, Hispanic, economically disadvantaged/marginalized, EB, Sped, etc.), students need to have access to high quality, high-achieving teaching and learning opportunities and experiences. This qualitative case study examines the perceptions and practices of school administrators and elementary school teachers regarding the work toward the implementation of tailored differentiation classroom strategies. The study focuses on classroom instruction and routines around tailoring instruction for various populations to further explore how classroom differentiation best practices are implemented to address student achievement needs. Confronting deficit mindsets and addressing personal biases must occur if educators are to transform classrooms in order to best meet the needs of all students. All students can and will succeed within an inclusive, asset-based culture of teaching and learning.



Differentiation, Special Education Student, Emerging Bilingual, Achievement Gap, Teaching/Instruction, Deficit Thinking, Asset-Based Approach, Equity Audit