{"id":"kreamer2025putting","type":"article-journal","title":"Putting Together the Pieces of The Differentiation Puzzle: Educators\u2019 Current Understandings, Beliefs, And Experiences Regarding Differentiated Instruction","container-title":"International Journal of Social Policy and Education","publisher":"ICPK","author":[{"literal":"H. Michelle Kreamer"},{"literal":"Micah N. Bruce-Davis"},{"literal":"Tarrah C. Davis"},{"literal":"Christine J. Briggs"},{"literal":"Donna E. Wadsworth"}],"issued":{"date-parts":[[2025]]},"volume":"7","issue":"5","page":"1-13","DOI":"10.61494\/ijspe.v7n5a1","URL":"https:\/\/ijspe.com\/article\/c196bd35-48d9-40d1-8439-ae0b6e952588","language":"en","abstract":"Differentiated instruction addresses students\u2019 learning needs in which educators adjust what and how they teach. While it is critical educators are well-versed in understanding and applying differentiated instruction practices, not all teacher preparation programs provide the same interpretation when it comes to differentiation. This study, prompted by a state accreditation visit of one Teacher Preparation Program, focused on developing a shared understanding of what and how differentiation is shared with pre-service teachers. Researchers conducted a questionnaire of educators in various roles examining how participants define, explain, teach, and\/or implement differentiated instruction. Overall, findings indicated most participants recognized student learning can differ, and that differentiated instruction can meet student needs; however, levels of understanding differentiation varied. This indicates more work is needed to ensure a consistent understanding of differentiated instruction among educators to effectively apply it in classrooms to best meet student needs."}