Impact of school-wide collaboration systems: planning for differentiation

Includes bibliographical references (pages 114-118)The purpose of this study was to investigate the impact of daily debriefing and common grade level collaborative planning meetings on instructional preparation for differentiated instruction. The study examined two school wide collaboration systems in a single site across one primary and one upper grade level. A qualitative, phenomenological approach was utilized to understand the experiences of 1st and 4th grade teachers as they use systematic school-wide collaboration methods to plan for meeting the instructional needs of students who comprise a diverse population including students who are typically developing, English language learners, identified as gifted and who have disabilities