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Full-Text Articles in Education
Shape Shifting: The Impact Of Student And Teacher Choice On Differentiation In A Detracked, Standards-Based High School Geometry Classroom, Kristin M. Weller
Shape Shifting: The Impact Of Student And Teacher Choice On Differentiation In A Detracked, Standards-Based High School Geometry Classroom, Kristin M. Weller
Journal of Practitioner Research
To gain insight into how using differentiated instruction and standards-based assessment supported my students’ learning in a detracked, honors geometry classroom, I employed the methodology of practitioner research to examine and reflect on the development and implementation of a standards-based differentiated unit based on the Pythagorean Theorem. Data collected and analyzed included field notes during classroom activities, student artifacts from classroom assessments and activities, verbatim transcripts from audiotaped student interviews, and practitioner researcher journal entries chronicling significant events and actions taken during the development and implementation of the unit. As I reviewed, analyzed, and reflected upon the data, my findings …
Using Pre-Assessments To Make Decisions About Differentiation In A Detracked High School Biology Classroom, Michelina Macdonald
Using Pre-Assessments To Make Decisions About Differentiation In A Detracked High School Biology Classroom, Michelina Macdonald
Journal of Practitioner Research
This article describes how one teacher used practitioner research to study the role that pre-assessment played when making decisions about student grouping and differentiated instruction within a detracked, honors biology classroom. Much detail is provided in this article describing the study design around a unit on protein synthesis and the steps taken in data analyses to contextualize this study within a practitioner research methodology. The teacher discusses her findings using a claim, evidence, and reasoning framework common in scientific inquiry to illustrate the effectiveness of using pre-assessment to group students for tiered instruction.