Theses and Dissertations

ORCID

N/A

Advisor

Sun, Yan

Committee Member

Cornelious, Linda

Committee Member

Okojie, Mabel

Committee Member

Xu, Jianzhong

Date of Degree

12-12-2025

Original embargo terms

Visible MSU Only 1 year

Document Type

Dissertation - Campus Access Only

Major

Instructional Systems and Workforce Development

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Industrial Technology, Instructional Design, and Community College Leadership

Abstract

This study examined elementary teachers’ perceptions and adoption of Differentiated Mathematics Instruction (DMI) using Rogers’ (2003) Diffusion of Innovations theory as the guiding framework. The research aimed to (1) develop and validate the Differentiated Mathematics Instruction (DEMI) Adoption Scale, (2) investigate how teachers’ perceptions of DMI characteristics predict the frequency of its classroom use, and (3) explore the relationship between those perceptions and teachers’ adoption decision stages. A quantitative, cross-sectional survey design was employed with 118 elementary teachers from four U.S. states (California, Mississippi, New Jersey, and Florida). The DEMI Adoption Scale included five constructs (i.e., Relative Advantage, Compatibility, Complexity, Trialability, and Observability) adapted from Rogers’ innovation attributes. Confirmatory factor analysis (CFA) established a five-factor structure with ordinal alpha coefficients ranging from .58 to .97, demonstrating satisfactory internal consistency. Findings from ordinal logistic regression analyses revealed that Compatibility was the most consistent and significant predictor of both DMI use frequency and adoption decision stage, while Trialability predicted teachers’ progression through adoption stages. Complexity showed a marginal effect, becoming significant when overlapping predictors were removed, suggesting suppressor relationships among innovation characteristics. Group comparisons indicated differences by race, teaching experience, and education level, emphasizing the need for culturally responsive and differentiated professional development. This study contributes theoretically by refining the Diffusion of Innovations framework for pedagogical (non-technological) innovations and methodologically by validating the DEMI Adoption Scale as a reliable measure of teachers’ perceptions of DMI. Practically, it provides insights for designing professional development that emphasizes compatibility with teacher practice, hands-on trial opportunities, and supports for reducing perceived complexity. Recommendations for future research include longitudinal validation of the DEMI Scale, exploration of subgroup equity patterns, and mixed-methods studies connecting teacher perceptions with observed classroom practice.

Download

Share

COinS