| Universities need to more effectively train teachers to differentiate instruction for a highly diverse student population. This mixed methods study examined whether strategies for differentiation learned in university methods classes transfer to the elementary classroom when student teachers are paired with mentors having similar training in differentiated instruction. For the qualitative portion of the study, a purposeful sample of student teachers and their mentors was studied closely for the duration of the student teaching semester using observations, weekly journals, interviews, videotapes of their lessons, and a focus group. Data analysis for the qualitative phase was categorical aggregation with open coding to identify themes and to answer the research question. For the quantitative phase of the study, volunteers from the same student teaching cohort completed a post student teaching survey about their knowledge, attitudes, and use of differentiated instruction. Data analysis for the quantitative phase was descriptive with measurement of frequency of responses to assist in the interpretation of the qualitative data. Results revealed a combination of elements that worked together to suggest a transfer model for differentiation strategies: (a) mutual instruction in theory and strategies from methods courses, (b) field experience with enough time to practice the strategies, (c) mentor support for the methodology, (d) mentor and preservice teacher co-planning of differentiated lessons, and (e) the use of reflection for professional growth. Such a model has implications for social change in teacher preparation that includes universities, mentors, and preservice teachers working together to meet the learning needs of today's diverse student population. |
