Education Commons^™

Middle School Teacher Beliefs About Classroom Diversity And Their Influence On Differentiated Instructional Practices, Marcus Fredrick-Lynn Wenzel

Dissertations and Theses

Diversity across U.S. classrooms is on the rise which is leading to renewed calls for teachers to meet individual learning needs. Studies indicate the failure to address individual learning needs can lead to higher rates of student disengagement, off-task behaviors, and diminished learning outcomes. Differentiated instruction is an approach to teaching that meets the growing diversity of individual learning needs by considering students' readiness, interest, and learning styles. Differentiated instructional approaches help teachers meet individual learning needs by allowing them to modify instruction as needed. However, despite the apparent benefits of differentiated instruction, teachers are hesitant to abandon other educational …

The Impact Of Daily 5 And Cafe Literacy Framework On Reading Comprehension In Struggling Fourth Grade Readers: A Case Study, Sandra Lee Duty

Dissertations and Theses

For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students.

The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students’ reading comprehension, attitudes and engagement. This case study looks specifically at the impact of the Daily 5 and CAFÉ literacy framework that …

The Effects Of Public Progress Charts Upon Self-Pacing In A Psi Course In Social Studies In A Traditional Middle School, Lynnette Hager-Godat

Dissertations and Theses

The present study investigated the effects of public progress charts on self-pacing in a social studies course taught by the PSI method in a middle school (grades 5-8). It was found that public progress charts significantly enhanced a student's rate of progress, t(45) = 5.06, p < .01. Student satisfaction with the PSI method was measured and it was found that students liked the PSI method.