{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/109380"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/109380","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Empowering educators: Differentiated instruction at the organization level","abstract":"\"Differentiated Instruction (DI) is the process where educators modify instruction to play to the students' strengths and learning preferences while meeting their individual needs rather than teaching all students in the same manner. DI allows the educator to change how they deliver content, what content is provided, the learning environment, and how students demonstrate their knowledge (Tomlinson, 2001). Unlike other publications, this dissertation's intent wasn't to create a guide on how to implement DI, as that has been well documented in the literature. Instead, the aim is to empower DI educators by creating an organization that supports and enables both the educators and the organization to succeed. In short, the goal of this dissertation is to answer the following question: How can education administrators support Differentiated Instruction educators through faculty development, incentives, and the use of new technology to improve students' success? To investigate this question, the author used two different literature search techniques. First, a substantial literature search on Differentiated Instruction teaching and organizational dynamics was conducted. This provided the evidence needed to validate the research question. The second literature review, an integrative review, was performed to determine specific areas where educators and administrators expressed frustration or a need for assistance (Frederiksen & Phelps, 2018; Whittemore & Knafl, 2005). Next, the author investigated Educative Curriculum Materials (ECM), designed to promote both teacher and student learning rather than traditional curriculum materials focused on student learning (Davis & Krajcik, 2005; Beyer & Davis, 2009). Davis and Krajcik's Design Heuristics for Educative Science Curriculum Materials are a common framework for designing ECMs (Davis & Krajcik, 2005). The author transformed these heuristics into the Guiding Principles for Empowering Educators. The output of this dissertation is a guide titled \"\" Cutting Edge Differentiated Instruction Strategies for Administrators: Supporting Innovation at an Organizational Level,\"\" which not only provides a background of differentiated instruction, technology-enabled education, and organization dynamics it also offers high-level initiatives for administrators to empower their educators. This dissertation concludes by brainstorming future applications of this guide, including improvements, distribution, and creating measures of success for organizations to track their progress.\"","abstract_html":""Differentiated Instruction (DI) is the process where educators modify instruction to play to the students' strengths and learning preferences while meeting their individual needs rather than teaching all students in the same manner. DI allows the educator to change how they deliver content, what content is provided, the learning environment, and how students demonstrate their knowledge (Tomlinson, 2001). Unlike other publications, this dissertation's intent wasn't to create a guide on how to implement DI, as that has been well documented in the literature. Instead, the aim is to empower DI educators by creating an organization that supports and enables both the educators and the organization to succeed. In short, the goal of this dissertation is to answer the following question: How can education administrators support Differentiated Instruction educators through faculty development, incentives, and the use of new technology to improve students' success? To investigate this question, the author used two different literature search techniques. First, a substantial literature search on Differentiated Instruction teaching and organizational dynamics was conducted. This provided the evidence needed to validate the research question. The second literature review, an integrative review, was performed to determine specific areas where educators and administrators expressed frustration or a need for assistance (Frederiksen & Phelps, 2018; Whittemore & Knafl, 2005). Next, the author investigated Educative Curriculum Materials (ECM), designed to promote both teacher and student learning rather than traditional curriculum materials focused on student learning (Davis & Krajcik, 2005; Beyer & Davis, 2009). Davis and Krajcik's Design Heuristics for Educative Science Curriculum Materials are a common framework for designing ECMs (Davis & Krajcik, 2005). The author transformed these heuristics into the Guiding Principles for Empowering Educators. The output of this dissertation is a guide titled "" Cutting Edge Differentiated Instruction Strategies for Administrators: Supporting Innovation at an Organizational Level,"" which not only provides a background of differentiated instruction, technology-enabled education, and organization dynamics it also offers high-level initiatives for administrators to empower their educators. This dissertation concludes by brainstorming future applications of this guide, including improvements, distribution, and creating measures of success for organizations to track their progress."","abstract_has_math":false,"creators":["Roberts-Lieb, Solomon David"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, William","Kalantzis, Mary","Ward Hood, Denice","Montebello, Matthew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-05T21:38:02Z","date_published":"2021-03-05T21:38:02Z","updated_at":"2026-07-22T22:24:50Z","subjects":["differentiated instruction","empowerment teacher empowerment","support","higher education"],"languages":["en"],"rights":["Copyright 2020 Solomon Roberts-Lieb"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/109380","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, William","Kalantzis, Mary","Ward Hood, Denice","Montebello, Matthew"]},{"key":"dc:creator","label":"Author","values":["Roberts-Lieb, Solomon David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-03-05T21:38:02Z","2020-11-30","2020-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["differentiated instruction","empowerment teacher empowerment","support","higher education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Solomon Roberts-Lieb"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/109380"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Differentiated Instruction (DI) is the process where educators modify instruction to play to the students' strengths and learning preferences while meeting their individual needs rather than teaching all students in the same manner. DI allows the educator to change how they deliver content, what content is provided, the learning environment, and how students demonstrate their knowledge (Tomlinson, 2001). Unlike other publications, this dissertation's intent wasn't to create a guide on how to implement DI, as that has been well documented in the literature. Instead, the aim is to empower DI educators by creating an organization that supports and enables both the educators and the organization to succeed. In short, the goal of this dissertation is to answer the following question: How can education administrators support Differentiated Instruction educators through faculty development, incentives, and the use of new technology to improve students' success? To investigate this question, the author used two different literature search techniques. First, a substantial literature search on Differentiated Instruction teaching and organizational dynamics was conducted. This provided the evidence needed to validate the research question. The second literature review, an integrative review, was performed to determine specific areas where educators and administrators expressed frustration or a need for assistance (Frederiksen & Phelps, 2018; Whittemore & Knafl, 2005). Next, the author investigated Educative Curriculum Materials (ECM), designed to promote both teacher and student learning rather than traditional curriculum materials focused on student learning (Davis & Krajcik, 2005; Beyer & Davis, 2009). Davis and Krajcik's Design Heuristics for Educative Science Curriculum Materials are a common framework for designing ECMs (Davis & Krajcik, 2005). The author transformed these heuristics into the Guiding Principles for Empowering Educators. The output of this dissertation is a guide titled \"\" Cutting Edge Differentiated Instruction Strategies for Administrators: Supporting Innovation at an Organizational Level,\"\" which not only provides a background of differentiated instruction, technology-enabled education, and organization dynamics it also offers high-level initiatives for administrators to empower their educators. This dissertation concludes by brainstorming future applications of this guide, including improvements, distribution, and creating measures of success for organizations to track their progress.\"","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-03-04 without embargo terms","The student, Solomon Roberts-Lieb, accepted the attached license on 2020-11-25 at 10:27.","The student, Solomon Roberts-Lieb, submitted this Dissertation for approval on 2020-11-25 at 10:28.","This Dissertation was approved for publication on 2020-11-30 at 16:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15933 on 2021-03-04 at 15:34:56","Made available in DSpace on 2021-03-05T21:38:02Z (GMT). No. of bitstreams: 6 ROBERTS-LIEB-DISSERTATION-2020.pdf: 2245628 bytes, checksum: b604328ce1f6516d83fe0a4e24685c1c (MD5) The_Guide_Final.pdf: 1033805 bytes, checksum: 8c1b16776499c768525760edbf839cbf (MD5) Empowering_DI_Administrators_Roberts-Lieb_Final.docx: 1013376 bytes, checksum: d1f7632b5bd1e8d1dd2f3c4ae337a0bf (MD5) The_Guide_Final.docx: 622337 bytes, checksum: 5621de378652abf65ebd43cf5f8c1902 (MD5) LICENSE.txt: 4213 bytes, checksum: 5bf5bd28a58b5095b0823a93da3f5ad1 (MD5) PROQUEST_LICENSE.txt: 4559 bytes, checksum: a5703d049b6844a16dfd002dc4c9a987 (MD5) Previous issue date: 2020-11-30"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Empowering educators: Differentiated instruction at the organization level"]}]}],"canonical_facts":{"dc:contributor":["Cope, William","Kalantzis, Mary","Ward Hood, Denice","Montebello, Matthew"],"dc:creator":["Roberts-Lieb, Solomon David"],"dc:date":["2021-03-05T21:38:02Z","2020-11-30","2020-12"],"dc:description":["\"Differentiated Instruction (DI) is the process where educators modify instruction to play to the students' strengths and learning preferences while meeting their individual needs rather than teaching all students in the same manner. DI allows the educator to change how they deliver content, what content is provided, the learning environment, and how students demonstrate their knowledge (Tomlinson, 2001). Unlike other publications, this dissertation's intent wasn't to create a guide on how to implement DI, as that has been well documented in the literature. Instead, the aim is to empower DI educators by creating an organization that supports and enables both the educators and the organization to succeed. In short, the goal of this dissertation is to answer the following question: How can education administrators support Differentiated Instruction educators through faculty development, incentives, and the use of new technology to improve students' success? To investigate this question, the author used two different literature search techniques. First, a substantial literature search on Differentiated Instruction teaching and organizational dynamics was conducted. This provided the evidence needed to validate the research question. The second literature review, an integrative review, was performed to determine specific areas where educators and administrators expressed frustration or a need for assistance (Frederiksen & Phelps, 2018; Whittemore & Knafl, 2005). Next, the author investigated Educative Curriculum Materials (ECM), designed to promote both teacher and student learning rather than traditional curriculum materials focused on student learning (Davis & Krajcik, 2005; Beyer & Davis, 2009). Davis and Krajcik's Design Heuristics for Educative Science Curriculum Materials are a common framework for designing ECMs (Davis & Krajcik, 2005). The author transformed these heuristics into the Guiding Principles for Empowering Educators. The output of this dissertation is a guide titled \"\" Cutting Edge Differentiated Instruction Strategies for Administrators: Supporting Innovation at an Organizational Level,\"\" which not only provides a background of differentiated instruction, technology-enabled education, and organization dynamics it also offers high-level initiatives for administrators to empower their educators. This dissertation concludes by brainstorming future applications of this guide, including improvements, distribution, and creating measures of success for organizations to track their progress.\"","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-03-04 without embargo terms","The student, Solomon Roberts-Lieb, accepted the attached license on 2020-11-25 at 10:27.","The student, Solomon Roberts-Lieb, submitted this Dissertation for approval on 2020-11-25 at 10:28.","This Dissertation was approved for publication on 2020-11-30 at 16:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15933 on 2021-03-04 at 15:34:56","Made available in DSpace on 2021-03-05T21:38:02Z (GMT). No. of bitstreams: 6 ROBERTS-LIEB-DISSERTATION-2020.pdf: 2245628 bytes, checksum: b604328ce1f6516d83fe0a4e24685c1c (MD5) The_Guide_Final.pdf: 1033805 bytes, checksum: 8c1b16776499c768525760edbf839cbf (MD5) Empowering_DI_Administrators_Roberts-Lieb_Final.docx: 1013376 bytes, checksum: d1f7632b5bd1e8d1dd2f3c4ae337a0bf (MD5) The_Guide_Final.docx: 622337 bytes, checksum: 5621de378652abf65ebd43cf5f8c1902 (MD5) LICENSE.txt: 4213 bytes, checksum: 5bf5bd28a58b5095b0823a93da3f5ad1 (MD5) PROQUEST_LICENSE.txt: 4559 bytes, checksum: a5703d049b6844a16dfd002dc4c9a987 (MD5) Previous issue date: 2020-11-30"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/109380"],"dc:language":["en"],"dc:rights":["Copyright 2020 Solomon Roberts-Lieb"],"dc:subject":["differentiated instruction","empowerment teacher empowerment","support","higher education"],"dc:title":["Empowering educators: Differentiated instruction at the organization level"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:50Z"}