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Title
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Encouraging Differentiation to Engage Students
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Creator
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Cade O'Connor
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/15/2025
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Abstract
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This action research project examined the implementation and outcomes of differentiated instruction in a secondary classroom setting. The study found that while differentiated instruction holds substantial theoretical value, novice educators often struggle with its practical application due to limited experience, insufficient training, and challenging classroom contexts. Despite these constraints, evidence from this study supports the potential of differentiation to positively impact student engagement and learning outcomes when aligned with student interests, needs, and assessment preferences. This research considered the findings from Scarparolo and Mackinnon (2022), emphasizing the value of student choice in fostering motivation and academic ownership. However, this study found mixed results. The majority demonstrated increased engagement and produced higher-quality work when afforded a choice in assessment methods. However, some students did not achieve targeted learning outcomes due to inconsistent application and classroom management challenges. These findings underscore the importance of ongoing professional development for educators in differentiated instruction and the necessity of cultivating a responsive, student-centered learning environment.
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Keywords
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differentiation
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choice
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engagement
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Committee Member
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Rachel Harrington
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Zach Lazar
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Rights
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Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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License
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CC-BY-NC (attribution, non-commercial)
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Language
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eng
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Type
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Text
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Identifier
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CadeOConnor_ARP_2025
