[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602845-105":59,"doc-detail-602845-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","planning-for-differentiation-understanding-maryland-teachers-desired-and-actual-use-of-differentiated-instruction","PLANNING FOR DIFFERENTIATION - UNDERSTANDING MARYLAND TEACHERS’ DESIRED AND ACTUAL USE OF DIFFERENTIATED INSTRUCTION","","This study examines Maryland teachers’ views on their actual and desired use of differentiated instruction and the implications for professional development planning. Participating teachers want to use a range of student-centered differentiated strategies and already employ some of them. The largest gaps involve individualized planning, self-directed learning, and student autonomy. Results can guide short- and long-term professional development focused on differentiated instruction, enabling individual and group inquiry by planners and educational leaders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/planning-for-differentiation-understanding-maryland-teachers-desired-and-actual-use-of-differentiated-instruction/602845/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/planning-for-differentiation-understanding-maryland-teachers-desired-and-actual-use-of-differentiated-instruction/602845.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Maryland teachers?","Question",{"text":112,"@type":113},"It examines teachers’ desired versus actual use of differentiated instruction and the professional development implications of those differences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which differentiated instruction practices show the biggest gap between desired and actual use?",{"text":117,"@type":113},"Individualized planning, self-directed learning, and student autonomy show the greatest differences.",{"name":119,"@type":110,"acceptedAnswer":120},"How can the findings support professional development planning?",{"text":121,"@type":113},"The gap between desired and actual practices can create opportunities for professional development planners and educational leaders to support individual or group professional inquiry focused on differentiated instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602845,1792189255,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","PLANNING FOR DIFFERENTIATION:  \nUNDERSTANDING MARYLAND TEACHERS’ DESIRED AND ACTUAL USE OF DIFFERENTIATED INSTRUCTION  \nAFRA AHMED HERSI  \nIRENE A. BAL  \nLoyola University Maryland, U.S.A.  \nABSTRACT  \nThis study examines Maryland teachers’ views on their actual and desired use of differentiated instruction and the implications for professional development planning. Overall, the Maryland teachers who participated in this study desire to use various student-centered differentiated instructional strategies and currently employ some of these. However, our analysis of survey statements showed that the statements that had the greatest difference between Maryland teachers’desired and actual practices referred to practices associated with individualized planning, self-directed learning, and student autonomy. Teachers want to use these constructivist, studentcentered approaches more consistently than they currently do. The findings from this study can inform short-term and long-term planning for professional development focusing on differentiated instruction. The gap between teachers’ desired and actual use of differentiated instruction can provide a space for professional development planners and educational leaders to engage in individual or group professional inquiry.  \nINTRODUCTION  \nThe changing cultural and linguistic landscape of today’s classrooms in the United States coincides with reform initiatives that have set ambitious student learning goals (Borko, 2004; Darling-Hammond & Oakes, 2019) . While multiple factors may contribute to the achievement of these goals, transforming classroom practice relies on teachers (Darling-Hammond & Bransford, 2005) . Thus, scholars and educational reformers have called for paying greater attention to the quality of professional development opportunities available to teachers (Burko, 2004; DarlingHammond & Cook-Harvey, 2018; Milner, 2015) . Professional development planners must engage teachers as stakeholders rather than as passive targets of professional development (Burko, 2004) . Indeed, Putnum and Borko (2000) view teachers as active learners who are engaged in multiple communities of practice. Understanding how teachers are addressing learners’ multifaceted needs while fostering deeper learning outcomes is critically important to transforming classroom practices. Focusing on Maryland teachers, this article contributes to a greater understanding of teachers’ use of differentiated instruction.  \nSimilar to their peers in other states, Maryland teachers have been exposed to a variety of pedagogical models, programs, strategies, techniques, and activities designed to facilitate constructivist student-centered teaching and learning, such as differentiated instruction, to meet the learning needs of their students (Johnson, Collins, Duperes, & Johansen, 1991; Tomlinson & Jarvis, 2009; Polka, 2002). Multiple studies have investigated the desired and actual practices of teaching– learning behaviors in teachers in other U.S. states (Eller, Polka, & Mete, 2019; Peace, Polka, & Mete, 2017; Polka, 2010; Polka, VanHusen, Young, & Minervino, 2016). The present study focused on the desired and actual practices of Maryland teachers’ teaching–learning behaviors.  \nEducational Planning Winter 2021 55 Vol. 28, No. 1  \nLocated on the U.S. East Coast, Maryland has a rapidly diversifying and growing population that is estimated to be 6 million, with 56.80% White, 30.9% African American, 10.4% Hispanic, and 6.7% Asian (U.S. Census Bureau, 2019). This diversity is reflected in the school-age population, where students of color are the fastest growing segment (Maryland State Department of Education [MSDE], 2019.). At the same time, the teaching force in the state of Maryland reflects national trends, which have remained mostly homogenous: White, middle class, and monolingual speakers of English (Banks et al., 2005; Darling-Hammond & Cook-Harvey, 2018) . Given the changing demographics, it is imperative to refram","cbCaipxHB2C9cy7H","https://ap.wps.com/l/cbCaipxHB2C9cy7H","pdf",208107,17,"English","# Abstract\n# Introduction\n# Conceptual Framework and Relevant Research","[{\"question\":\"What does the study investigate about Maryland teachers?\",\"answer\":\"It examines teachers’ desired versus actual use of differentiated instruction and the professional development implications of those differences.\"},{\"question\":\"Which differentiated instruction practices show the biggest gap between desired and actual use?\",\"answer\":\"Individualized planning, self-directed learning, and student autonomy show the greatest differences.\"},{\"question\":\"How can the findings support professional development planning?\",\"answer\":\"The gap between desired and actual practices can create opportunities for professional development planners and educational leaders to support individual or group professional inquiry focused on differentiated instruction.\"}]","PLANNING FOR DIFFERENTIATION - UNDERSTANDING MARYLAND TEACHERS’ DESIRED AND ACTUAL USE OF DIFFERENTIATED INSTRUCTION | PDF",1792095335,43]