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- Title
Support and Sabotage: Principals' Influence on Middle School Teachers' Responses to Differentiation.
- Authors
Hertberg-Davis, Holly L.; Brighton, Catherine M.
- Abstract
In order to respond to the growing academic diversity in classrooms, teachers must recognize that their students have different needs and commit to differentiating instruction accordingly; however, the relationship between teachers' willingness and ability to differentiate instruction and principals' attitudes toward differentiation is unknown. In this qualitative study, the principals and faculty at three schools were interviewed and observed over the course of 3 years. The results suggested that principals played a key role in teachers' willingness and ability to differentiate instruction. Principals successful in encouraging teachers to differentiate exhibited the critical support, desire for change, belief that change was possible, and long-term vision of implementation that teachers required in order to effectively differentiate in their classrooms.
- Subjects
TEACHER-principal relationships; SABOTAGE in the workplace; SCHOOL principals; MIDDLE school teachers; MIDDLE school teaching; INTERPROFESSIONAL relations; DIFFERENTIAL psychology; EFFECTIVE teaching; EDUCATIONAL psychology
- Publication
Journal of Secondary Gifted Education, 2006, Vol 17, Issue 2, p90
- ISSN
1077-4610
- Publication type
Article
- DOI
10.4219/jsge-2006-685