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The Effect Of Explicitly Differentiated Reading Instruction Groups On Eighth-Grade Students' Achievement, Behavior, And Engagement In A School Seeking To Reestablish Adequate Yearly Progress Benchmarks, Sean P. Dunphy
Student Work
The purpose of this study was to determine the effect of explicitly differentiated reading instruction groups on eighth-grade students’ achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. The results of this study supported student participation in explicitly differentiated reading instruction groups. Because students in High Reading Ability (n = 25), Middle Reading Ability (n = 25), and Low Reading Ability (n = 25) groups maintained average to above average achievement test scores on several measures with commensurate classroom grade performance, and appropriate behavior and engagement to support school success during eighth grade, the results …
The Effect Of Explicitly Differentiated Reading Instruction Groups On Eighth-Grade Students’ Achievement, Behavior, And Engagement In A School Seeking To Reestablish Adequate Yearly Progress Benchmarks, Sean P. Dunphy
Student Work
The purpose of this study was to determine the effect of explicitly differentiated reading instruction groups on eighth-grade students' achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. The results of this study supported student participation in explicitly differentiated reading instruction groups. Because students in High Reading Ability (n = 25), Middle Reading Ability (n = 25), and Low Reading Ability (n = 25) groups maintained average to above average achievement test scores on several measures with commensurate classroom grade performance, and appropriate behavior and engagement to support school success during eighth grade, the results …
The Effect Of An In-Class Behavioral Intervention Plus Differentiated Instruction Program On The Achievement And Behavior Outcomes Of Verbally Disruptive 8th-Grade Students With And Without Co-Occurring Reading Delimitations, David R. Lavender
Student Work
The purpose of the study was to determine the effect of an in-class behavioral intervention plus differentiated instruction program on the achievement and behavior outcomes of 8th-grade students with verbally disruptive behavior and co-occurring below grade level reading test scores compared to 8th-grade students with verbally disruptive behavior and grade level reading test scores. Statistically significantly improved posttest reading vocabulary and reading total Normal Curve Equivalent scores and between class tardy frequencies supported the use of an in-class behavioral intervention program that allowed students with verbally disruptive behavior and co-occurring below grade level reading test scores to reclaim themselves after …
Instructional Methods And Efficacy Of Teachers Trained In Differentiated Instruction, Patricia A. Crum
Instructional Methods And Efficacy Of Teachers Trained In Differentiated Instruction, Patricia A. Crum
Student Work
This study examined the instructional methods and efficacy of teachers involved in a two-part district staff development project in differentiated instruction. Responses from 194 kindergarten through twelfth grade teachers on a self-perception survey were collected after an initial district staff training and implementation and again after involvement in a second teacher centered district staff development plan in differentiated instruction with implementation time. The data collected were analyzed to determine what instructional methods and efficacy the staff displayed and to determine whether a change in teachers' perceptions occurred during the 9-month period following the second district plan.