Teachers' perceptions of differentiating instruction in a sixth grade science class of diverse learners in a Georgia urban school system.

摘要

This study investigated teachers' perceptions of differentiating instruction in a sixth grade diverse science class in an urban school setting. Sixth grade teachers from fourteen middle schools in a Georgia urban school system were chosen to participate in this study. Each participant is currently assigned to teach sixth grade science in a general and/or collaborative classroom setting. The quantitative method of research was used. Surveys were used to collect the necessary data.