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Elementary (K-5) Teachers' Perceptions Of Differentiated Instruction, Christopher Maddox
Elementary (K-5) Teachers' Perceptions Of Differentiated Instruction, Christopher Maddox
Walden Dissertations and Doctoral Studies
Differentiated instruction is a pedagogical method used by classroom teachers to enhance student learning. Researchers have described how students benefit from differentiated lessons, but have not explored the relationship between teachers' perceptions of differentiation and student success. This gap is problematic because teachers' instruction directly affects student achievement. The purpose of this hermeneutic phenomenological study was to explore how elementary (K-5) teachers define, familiarize, use, and perceive differentiation. The conceptual framework was rooted from a synthesis of ideas found in current refereed literature, and the educational concepts and constructionist theories of Piaget and Vygotsky. Purposeful sampling identified 12 participants for …
A Skill Based Approach To Organizing And Cataloguing Supplemental Reading Materials At The Elementary Level, Patricia E. Selby
A Skill Based Approach To Organizing And Cataloguing Supplemental Reading Materials At The Elementary Level, Patricia E. Selby
All Graduate Projects
This project organized and catalogued all of the supplemental reading materials of an elementary reading room according to a reading skills code list. The code list was developed by consulting reading skills lists and the school district's student learning objectives. Fifteen major skill areas were included in the code list. Each was broken down into subskills which were assigned code numbers. Each supplemental material was examined and catalogued under the appropriate code number. A handbook was compiled which explained the system and listed all of the materials by skill area.