東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using Differentiated Instruction to ...

Faulkner, Jennifer H.

Linked to FindBook

Google Book

Amazon

博客來

Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students./
Author:	Faulkner, Jennifer H.
Description:	309 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3596393
ISBN:	9781303429316

Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students.
Faulkner, Jennifer H.

Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students. - 309 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

As evidenced by the poor mathematics performance in American schools, specifically in the school district in the current study, providing identical educational opportunities for diverse students does not necessarily increase academic achievement for everyone. Differentiation is an instructional method that has been found to be successful in teaching diverse students and has a strong conceptual framework in the theory of multiple intelligences, learning styles theory, and developmentally appropriate curriculum. This sequential mixed methods study explored what teachers needed in order to implement differentiated instruction into 3rd and 4th grade classrooms. Fifteen 3rd and 4th grade teachers participated in a survey and 2 were interviewed. Descriptive analysis was used to analyze the quantitative survey data, while inductive analysis was used to analyze the open-ended survey data and the qualitative interview data. Results indicated that teachers had some knowledge of differentiated instruction yet were hesitant to use it during instruction and required additional training and support to implement this type of instruction. Based on specific teachers' needs, a differentiated instruction toolkit was developed to provide teachers with professional development in differentiation. The professional development plan included a formative and summative evaluation. This research could bring about social change by providing administrators with the tools needed to train and support teachers as they implement differentiated instruction into their classrooms, thus reaching all students' mathematical needs. This research could also promote increases in students understanding, achievement, and success.

ISBN: 9781303429316Subjects--Topical Terms:

529436
Educational leadership.

Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students.
LDR:02594nmm a2200277 4500 001 2070952
005 20160628072934.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303429316
035 $a (MiAaPQ)AAI3596393
035 $a AAI3596393
040 $a MiAaPQ $c MiAaPQ
100 1 $a Faulkner, Jennifer H. $3 3186042
245 1 0 $a Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students.
300 $a 309 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
500 $a Adviser: Sarah Hough.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a As evidenced by the poor mathematics performance in American schools, specifically in the school district in the current study, providing identical educational opportunities for diverse students does not necessarily increase academic achievement for everyone. Differentiation is an instructional method that has been found to be successful in teaching diverse students and has a strong conceptual framework in the theory of multiple intelligences, learning styles theory, and developmentally appropriate curriculum. This sequential mixed methods study explored what teachers needed in order to implement differentiated instruction into 3rd and 4th grade classrooms. Fifteen 3rd and 4th grade teachers participated in a survey and 2 were interviewed. Descriptive analysis was used to analyze the quantitative survey data, while inductive analysis was used to analyze the open-ended survey data and the qualitative interview data. Results indicated that teachers had some knowledge of differentiated instruction yet were hesitant to use it during instruction and required additional training and support to implement this type of instruction. Based on specific teachers' needs, a differentiated instruction toolkit was developed to provide teachers with professional development in differentiation. The professional development plan included a formative and summative evaluation. This research could bring about social change by providing administrators with the tools needed to train and support teachers as they implement differentiated instruction into their classrooms, thus reaching all students' mathematical needs. This research could also promote increases in students understanding, achievement, and success.
590 $a School code: 0543.
650 4 $a Educational leadership. $3 529436
650 4 $a Mathematics education. $3 641129
690 $a 0449
690 $a 0280
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-01A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3596393