Education Commons^™

Investigating The Attitudes, Beliefs And Practices Of High School Chemistry Teachers Regarding The Differentiation Of Instruction, Anna Tyrina

Electronic Theses and Dissertations

Differentiation of instruction (DI) is a broad term used for a group of pedagogical tools that teachers use to individualize instruction for students of different abilities and needs. Differentiation of instruction is a practice that has been researched and characterized to have a variety of instructional benefits, some of which include increased student motivation and engagement (Tomlinson, 2001). This study sought to characterize the attitudes, beliefs, and practices of ten high school chemistry teachers in Maine regarding the differentiation of instruction. Through a phenomenological approach, interviews with these teachers were analyzed to understand how high school chemistry teachers define differentiated …

An Evaluation Of One School's Reading Program To Support Struggling Readers Through The Use Of Data, Gabrielle Jones

Dissertations

ABSTRACT

The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. …

Differentiated Spelling: Using Small Group Instruction, Sara Broughton

Masters of Education in Teaching and Learning

Spelling instruction is often overlooked by many teachers during reading and language arts. The purpose of this study was to implement a manageable differentiated word study instruction program, drawn from the Words Their Way (WTW) program, to determine how it affected students’ spelling accuracy and how the participants perceived its effect on students’ daily journal writing time in a fourth-grade self-contained classroom. Students were placed into small groups based on their spelling pre-test scores. Data was collected through field notes, student and teacher interviews, a pre- and post-test, and a survey. Qualitative data was analyzed using the constant …