Education Commons^™

The Effects Of Differentiated Instruction On Student Engagement, Student Satisfaction, And Quality Of Student Artwork In The High School Art Classroom, Lindsey R. Perrault

Masters Theses, 2010-2019

This study investigates the effects of differentiated instruction on student engagement, student satisfaction, and students’ perceived quality of artwork in the high school art classroom. In order to determine its effectiveness, students were presented a control and test lesson. The control lesson utilized limited differentiation, and students completed similar notes, projects and critiques. The Test Lesson incorporated multiple differentiated practices, including strategic grouping based on learning profile and interest. The test lesson also offered choices for student projects based on interest and readiness, and choices for a critique, based on interest and learning profile. Students completed a self assessment after …

A Teacher's Journey: A Phenomenological Analysis Of The Lived Experience Of Beginning Teachers, Wanda Margarette Brubaker

Education Dissertations and Projects

This study was concerned with the challenges beginning teachers face when they enter the field of education. Through the use of reflective practice, beginning teacher personal reflections of experience were recorded and analyzed to discern particular experiences that present as the most challenging to these novice educators.

Reflective practice and experiential learning theories are used in this qualitative phenomenological study. This study includes reflective practice as first introduced by master theorist John Dewey, considered by many to be the father of reflection in education, and theorist Donald Schon. Dewey (1944) recognized reflection as an active and intentional action and further …

The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document, Perry A. Finch

Dissertations

This document explores how expanding educators’ cultural proficiency leads to increased learning opportunities for students of color who live in poverty. Through the development of culturally responsive curriculum and instruction, teachers might increase their abilities to meet the needs of previously disenfranchised students. A connection exists between differentiated instruction and culturally responsive instruction, as both require a heightened understanding of students’ schema, interests, and culture. This policy argues that increasing educators’ cultural proficiency should not be done simply to increase teacher effectiveness with instruction but rather because it is a moral obligation of schools.

Student Behavioral Engagement Of Fifth-Grade Gifted Students In A General Education Class, Charron Rodriguez

Electronic Theses, Projects, and Dissertations

This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. …

Differences In Remedial Pedagogy Approaches Between Teachers And Students, Jessica Accurso-Salguero

Seton Hall University Dissertations and Theses (ETDs)

This study determined and assessed the perceptions of both students and teachers on the best approaches to remedial education. Although much of the research in the remedial education field has used quantitative approaches to determine the impact of taking remedial classes on academic outcomes, qualitative research has been less extensively used but offers a better understanding of why students do not remediate successfully. While remedial programs work well when students successfully complete remedial courses, students often fail to complete them. Therefore, it is important to understand why remedial programs sometimes succeed but so often fail. Based on the Grubb and …

The Effects Of Standards-Based Grading And Differentiated Reassessment On The Metacognition, Motivation, And End Of Course Assessments Of 9th Grade American History Students, Benjamin Jeffry Hartnell

Masters Theses/Capstone Projects

This study attempts to determine whether Mastery Learning (with differentiated reassessment) and Mastery Teaching (within a standards-based curriculum) had a 1) metacognitive and/or motivational effect on how students perceive their learning and 2) whether or not Mastery Teaching had an impact on their mastery of the material when compared to students assessed in more traditional classrooms that did not offer reassessment. Using a standard district American History exam given pre- and post-semester and two student learning and motivation surveys (SMQII and PRO-SDLS), the results showed that being taught in a social studies classroom that utilizes differentiated reassessment and Standards-Based Grading …

Effective Instruction In The Blended Learning Classroom, Stepan Mekhitarian

LMU/LLS Theses and Dissertations

With the growing prevalence of blended learning in classrooms across the country, the need for teacher training for effective blended learning implementation is critical. This research study focuses on the skills and training required to implement blended learning effectively. Observations of classroom instruction and professional development, surveys, and interviews with teachers and administrators added to an extensive literature review to inform training recommendations for school sites and teacher education programs. The results show that professional development is effective when it includes peer observations and collaboration, modeling of best practices, and the integration of blended learning programs with instructional practice. Individualized …

Examining Level Of Differentation And Conflict Resolution Styles Used In Romantic Relationships And Implications For Romantic Relationship Satisfaction, Amanda Kerbawy

Wayne State University Dissertations

This study examined the effect of level of differentiation on the conflict resolution styles utilized in romantic relationships, and implications for romantic relationship satisfaction. This study’s sample was composed of 189 participants, with 100 females and 89 males. The average participant age was 30.29. The setting for this study was a large Midwestern urban University. Findings suggested that there is an effect of level of differentiation on the conflict resolution styles used in romantic relationships, with a high level of differentiation being associated with the utilization of the integrating style. Implications for therapy are outlined.

Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart

Walden Dissertations and Doctoral Studies

Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk …

Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins

Walden Dissertations and Doctoral Studies

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured questions. …

Using Technology To Aid In The Differentiation Of Mathematics In A Sixth Grade Classroom, Abigail Morales

Masters of Arts in Education Action Research Papers

This Action Research examines the effects of using an interactive, adaptive software program, Front Row, in helping a sixth grade teacher to differentiate mathematics. Ten students who go to a parochial school in a rural, midwestern community were included in the study. The data collection tools included a pre-research reflection, a journal of teacher observations, a daily student questionnaire, computer generated reports, a mid-research reflection, and a post-research reflection. Overall, this research showed an average growth of 1.74 years, or 44.9 percent with regard to grade level equivalency. This growth indicates the students’ ability to perform mathematics skills independently. Due …

Gifted Students: Perceptions And Practices Of Regular Class Teachers, Tracy Taylor

Theses: Doctorates and Masters

The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically, it was intended to explore differentiation strategies used with gifted students, issues faced by teachers in their efforts to provide for their gifted students, and teachers’ suggestions on solutions for these issues.

Presently reality in Western Australia is that gifted primary students spend at least 90% of their time at school in regular classes. Therefore, the regular class teacher’s role in implementing appropriate learning opportunities for these students is critical. Relevant literature clearly identifies the …