{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:988"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:988","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Differentiated instruction in a Seventh-day Adventist primary Sabbath school classroom : a mixed methods action research study","abstract":"Daniels, Melissa C. This mixed methods action research (MMAR) study explored the experiences and perceptions of both the teacher and students regarding differentiated instruction (DI) in a children's Sabbath school classroom at a Seventh-day Adventist (SDA) church in the Midwestern United States. Guided by Tomlinson's DI framework, the study focused on two main research questions: (1) What impact does the implementation of DI have on a children's Sabbath school classroom? and (2) What are student and teacher perceptions of DI in the Sabbath school classroom? The eight-week investigation employed two action research cycles with five consistent participants, using structured analysis of survey responses, open-ended questionnaires, and student assessments. Systematic comparison across both action research cycles revealed significant improvements in student performance and engagement. Post-protocol surveys showed unanimous highest ratings (4 - Almost Always) for Bible lesson comprehension, meaningful spiritual connection, participation in activities, and overall Sabbath school enjoyment. Student assessments demonstrated substantial growth, with three students achieving 20% performance increases between midpoint and final assessments. Error rates decreased dramatically in key areas, with both vocabulary comprehension and application question errors reduced by 67%. Both the teacher and students reported favorable perceptions of DI implementation across various dimensions, including process, content, product, and learning environment. These findings demonstrate that evidence-based strategies effectively met diverse learning needs while connecting biblical content to students' spiritual lives. This study fills a notable gap in literature on instructional practices in religious education, showing that differentiated instruction enhances both engagement and learning outcomes in Sabbath school settings.","abstract_html":"Daniels, Melissa C. This mixed methods action research (MMAR) study explored the experiences and perceptions of both the teacher and students regarding differentiated instruction (DI) in a children's Sabbath school classroom at a Seventh-day Adventist (SDA) church in the Midwestern United States. Guided by Tomlinson's DI framework, the study focused on two main research questions: (1) What impact does the implementation of DI have on a children's Sabbath school classroom? and (2) What are student and teacher perceptions of DI in the Sabbath school classroom? The eight-week investigation employed two action research cycles with five consistent participants, using structured analysis of survey responses, open-ended questionnaires, and student assessments. Systematic comparison across both action research cycles revealed significant improvements in student performance and engagement. Post-protocol surveys showed unanimous highest ratings (4 - Almost Always) for Bible lesson comprehension, meaningful spiritual connection, participation in activities, and overall Sabbath school enjoyment. Student assessments demonstrated substantial growth, with three students achieving 20% performance increases between midpoint and final assessments. Error rates decreased dramatically in key areas, with both vocabulary comprehension and application question errors reduced by 67%. Both the teacher and students reported favorable perceptions of DI implementation across various dimensions, including process, content, product, and learning environment. These findings demonstrate that evidence-based strategies effectively met diverse learning needs while connecting biblical content to students' spiritual lives. This study fills a notable gap in literature on instructional practices in religious education, showing that differentiated instruction enhances both engagement and learning outcomes in Sabbath school settings.","abstract_has_math":false,"creators":["Daniels, Melissa C."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:43Z","subjects":["Seventh-Day Adventists","Individualized instruction","Sabbath schools","Religious education","Differentiated instruction","Kagan Cooperative Learning Structures","Mixed methods action research"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/988","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Daniels, Melissa C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Seventh-Day Adventists","Individualized instruction","Sabbath schools","Religious education","Differentiated instruction","Kagan Cooperative Learning Structures","Mixed methods action research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/988"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Daniels, Melissa C. This mixed methods action research (MMAR) study explored the experiences and perceptions of both the teacher and students regarding differentiated instruction (DI) in a children's Sabbath school classroom at a Seventh-day Adventist (SDA) church in the Midwestern United States. Guided by Tomlinson's DI framework, the study focused on two main research questions: (1) What impact does the implementation of DI have on a children's Sabbath school classroom? and (2) What are student and teacher perceptions of DI in the Sabbath school classroom? The eight-week investigation employed two action research cycles with five consistent participants, using structured analysis of survey responses, open-ended questionnaires, and student assessments. Systematic comparison across both action research cycles revealed significant improvements in student performance and engagement. Post-protocol surveys showed unanimous highest ratings (4 - Almost Always) for Bible lesson comprehension, meaningful spiritual connection, participation in activities, and overall Sabbath school enjoyment. Student assessments demonstrated substantial growth, with three students achieving 20% performance increases between midpoint and final assessments. Error rates decreased dramatically in key areas, with both vocabulary comprehension and application question errors reduced by 67%. Both the teacher and students reported favorable perceptions of DI implementation across various dimensions, including process, content, product, and learning environment. These findings demonstrate that evidence-based strategies effectively met diverse learning needs while connecting biblical content to students' spiritual lives. This study fills a notable gap in literature on instructional practices in religious education, showing that differentiated instruction enhances both engagement and learning outcomes in Sabbath school settings."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Differentiated instruction in a Seventh-day Adventist primary Sabbath school classroom : a mixed methods action research study"]}]}],"canonical_facts":{"dc:creator":["Daniels, Melissa C."],"dc:date":["2025"],"dc:description":["Daniels, Melissa C. This mixed methods action research (MMAR) study explored the experiences and perceptions of both the teacher and students regarding differentiated instruction (DI) in a children's Sabbath school classroom at a Seventh-day Adventist (SDA) church in the Midwestern United States. Guided by Tomlinson's DI framework, the study focused on two main research questions: (1) What impact does the implementation of DI have on a children's Sabbath school classroom? and (2) What are student and teacher perceptions of DI in the Sabbath school classroom? The eight-week investigation employed two action research cycles with five consistent participants, using structured analysis of survey responses, open-ended questionnaires, and student assessments. Systematic comparison across both action research cycles revealed significant improvements in student performance and engagement. Post-protocol surveys showed unanimous highest ratings (4 - Almost Always) for Bible lesson comprehension, meaningful spiritual connection, participation in activities, and overall Sabbath school enjoyment. Student assessments demonstrated substantial growth, with three students achieving 20% performance increases between midpoint and final assessments. Error rates decreased dramatically in key areas, with both vocabulary comprehension and application question errors reduced by 67%. Both the teacher and students reported favorable perceptions of DI implementation across various dimensions, including process, content, product, and learning environment. These findings demonstrate that evidence-based strategies effectively met diverse learning needs while connecting biblical content to students' spiritual lives. This study fills a notable gap in literature on instructional practices in religious education, showing that differentiated instruction enhances both engagement and learning outcomes in Sabbath school settings."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/988"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Seventh-Day Adventists","Individualized instruction","Sabbath schools","Religious education","Differentiated instruction","Kagan Cooperative Learning Structures","Mixed methods action research"],"dc:title":["Differentiated instruction in a Seventh-day Adventist primary Sabbath school classroom : a mixed methods action research study"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}