Assessing and Promoting Student-Centered Teaching and Learning Practices Using a Quantitative Educational Planning Tool - Results of 2016 Indiana Case Study

Oct 15, 2026

This article reports a 2016 Indiana regional quantitative educational research study conducted within a broader national project focused on strengthening reflections about contemporary teaching-learning practices. Using a discrepancy survey instrument, the study compares desired instructional practices of 111 current classroom teachers with their actual practices, especially regarding differentiating instruction. The survey functions as a planning and measurement tool to support instructional improvement across varied teaching-learning contexts. Results offer quantitative reference evidence to encourage broader differentiation in micro-local, regional, and global settings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Indiana Context

District and community profile

Participants and survey process

Conceptual Framework and Research Background

ASSESSING AND PROMOTING STUDENT-CENTERED TEACHING AND LEARNING PRACTICES USING A QUANTITATIVE EDUCATIONAL PLANNING TOOL: RESULTS OF 2016 INDIANA CASE STUDY TERRELL M. PEACE Huntington University WALTER S. POLKA Niagara University ROSINA E. METE Niagara University ABSTRACT This article provides information about an Indiana regional quantitative research study conducted in 2016 as part of a comprehensive national study designed to promote reflections about contemporary teaching-learning practices using a discrepancy survey instrument. This Indiana case study contained data about the differences between the desired instructional practices of 111 contemporary classroom teachers and their actual practices related to differentiating instruction. The objective of the national research project is to promote educators ' recognition and appreciation of the fact that many differentiation strategies, techniques, and activities are implemented on a frequent basis in several different teaching-learning contexts. The survey instrument used in this study serves as a valuable tool to measure the specific level of implementation and to assist educators in their respective planning activities for instructional improvement in diverse contexts. This Indiana case study provides valuable quantitative reference information to facilitate the promotion of greater differentiation in micro-local contexts as well as in regional and global settings. INDIANA CONTEXT This quantitative case study was conducted in one Indiana county during the Fall 2016 semester. This county, like much of Indiana, is structured as a unitary school district, with elementary, middle, and high schools under the leadership of one set of district level administrators. The county population is slightly under 40,000 and the largest city, also the county seat, consists of less than 20,000 people. The restofthe population of this county lives in one of several smaller towns or unincorporated rural areas. The primary economic drivers in the county are farming, some small manufacturing operations, a small private university, and the school system itself. There are about 5,000 students in this Indiana school district. According to the Indiana Department of Education (DOE) (2016) COMPASS website, the ethnic representation of this school district is almost identical to the surrounding rural counties, but somewhat less diverse than the overall state population (Stats Indiana, 2013) . Both the county and the school system have experienced significant declines in population in recent years, as several manufacturers have either closed or relocated. Approximately 45% of students in the school district receive free or reduced lunch. The district boasts a 96% attendance rate, which is remarkably consistent from kindergarten through high school. The student scores on the ISTEP+ (Indiana Statewide Testing for Educational Progress) for this district have exceeded the state average by about 2-4% over the last 5 years and are typically in the 75% range (Indiana DOE, 2013) . Teachers from ten different schools in the school district returned completed surveys. The total number (N) for this case study was 111 participants. Five of the schools (high school, two middle schools, and two elementary schools) are located within the city limits of the county seat, whereas, three schools are located in one of the small towns in the county and two schools are located in unincorporated rural areas. According to the Indiana DOE (2016) COMPASS website there are about 375 teachers in the district with about 35% having 20 or more years of experience in the classroom. Each of the five-year career increments: 0 to 20+ years, consistently represents between Educational Planning 23 Vol. 24, No. 2 15-20% of the teaching force of this school district. The overall distribution between newer and experienced teachers is similar to the distribution of teaching experience in other Indiana school d

FAQs

What does the discrepancy survey help educators do?

It measures the level of implementation of specific differentiation practices and assists educators in their planning activities for instructional improvement across different teaching-learning contexts.

Oct 15, 2026

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