Differentiating Instruction in High School Agricultural Education Courses: A Baseline Study

The researchers sought to determine how agricultural education instructors differentiate instruction in the classroom. Based upon the findings of this study, they conclude that the teachers in this study differentiate instruction in the agriscience classroom. Teachers base their teaching on students' learning needs as well as on the curriculum. The researchers also examined whether or not lateral entry teachers and traditionally prepared teachers approach differentiation in the same manner or differently. Statistically significant differences existed between traditionally certified and alternatively certified teachers in their differentiation of instruction. The lateral entry teachers were more likely than traditionally prepared teachers to base teaching on students' learning needs as well as on the curriculum. Lateral entry teachers were also more likely than traditionally prepared teachers to emphasize critical and creative thinking, use several instructional formats, group students based on learning needs and use different instructional methods when re-teaching.