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Articles 1 - 8 of 8
Full-Text Articles in Education
Teachers’ Perceptions Of Intensive Professional Development On The Daily Five™ In Literacy Instruction: A Multiple Case Study Exploration, Lori A. Hamilton
Teachers’ Perceptions Of Intensive Professional Development On The Daily Five™ In Literacy Instruction: A Multiple Case Study Exploration, Lori A. Hamilton
Electronic Theses and Dissertations
This multiple case, qualitative study explored the experiences of six early childhood teachers as they implemented a structured, differentiated literacy framework (The Daily Five™) in a rural northeast Tennessee school system. This study investigated teachers’ perceptions of professional development, specifically the professional development components of coaching including ongoing online discussion, collaboration, and reflective journaling, on changing their literacy planning and instruction. Data were collected through interviews, journal entries, and transcribed meeting conversations. Findings revealed that teachers perceived coaching and collaboration as instrumental professional development components that directly contributed to changing their literacy planning and instruction. Both coaching and collaboration offered …
Differentiated Instruction In Mathematics, Vania I. Diaz
Differentiated Instruction In Mathematics, Vania I. Diaz
South Florida Education Research Conference
No abstract provided.
The American Revolutionary War Through Differentiated Instruction: A Series Of 8th Grade Lesson Plans, Danya Crow
The American Revolutionary War Through Differentiated Instruction: A Series Of 8th Grade Lesson Plans, Danya Crow
Honors Projects
Just like no two people are exactly alike, no two students learn in the same ways. While using traditional teaching strategies seems to have worked well through the years in today’s society, where children are surrounded by distractions, teachers are faced with the challenge of keeping their students’ attention. Making class interesting and different is a way to not only keep the students engaged with the material they are being taught, but can also be used as an effective tool to tailor lessons to the ways the students learn best. While one lesson structure could work very well for one …
‘What Do You Do With An Idea?’ Differentiating A Fourth -Grade Reading Curriculum Using Gardner’S Theory Of Multiple Intelligences, Medora Elaine Schou
‘What Do You Do With An Idea?’ Differentiating A Fourth -Grade Reading Curriculum Using Gardner’S Theory Of Multiple Intelligences, Medora Elaine Schou
School of Education and Leadership Student Capstone Theses and Dissertations
This curriculumbased capstone answers the research question: How can a fourthgrade reading curriculum be differentiated using Gardner’s Theory of Multiple Intelligences? The research examines the value in differentiating curriculum to meet the needs of learners within classrooms. In addition, the author explores literature on best practices in differentiated reading instruction and its connection to MI theory. A twenty day unit was developed using an Understanding by Design framework (Wiggins & McTighe, 2005), wherein Common Core State Standards form the basis for established goals. Student interest, readiness, learning profile, and choice drive the learning activities and assessment options throughout the unit. …
The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students With Disabilities And A Teacher’S Use Of Differentiated Instruction In Georgia Public Schools, Shannon Knight
Doctoral Dissertations and Projects
The purpose of this quantitative multivariate correlational study was to determine if there is a significant relationship between a general education teacher’s perception of learner characteristics for Students with Disabilities (SWD) and a teacher’s use of Differentiated Instruction (DI) in the general education classroom, grades 6-12. Since previous studies did not clearly support any significant benefits in utilizing segregated instruction for the teaching of students with exceptionalities, it was vital to identify research-based methods to facilitate the education of all students in the general education classroom. Sustained by research on student achievement, the proper and comprehensive implementation of DI has …
Teachers' Perceptions Of Differentiated Learning For At-Risk Second-Grade Students In Reading, Morelisa Lakisha Sabb-Cordes
Teachers' Perceptions Of Differentiated Learning For At-Risk Second-Grade Students In Reading, Morelisa Lakisha Sabb-Cordes
Walden Dissertations and Doctoral Studies
Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face-to-face instruction, and benefits and limitations of a computer-based approach. The study was a single case …
Teachers' Perspectives: Face-To-Face And Computer-Based Instruction In Math, Carolyn Jones Sessoms
Teachers' Perspectives: Face-To-Face And Computer-Based Instruction In Math, Carolyn Jones Sessoms
Walden Dissertations and Doctoral Studies
Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Constructivism, social disability theory, and Bandura's social learning theory formed the study's theoretical framework. Research questions guiding the study focused on teachers' perceptions of the advantages and …
What Do Teachers Know About Differentiated Instruction?, Sharmayne Raby Rutledge
What Do Teachers Know About Differentiated Instruction?, Sharmayne Raby Rutledge
LSU Doctoral Dissertations
The purpose of this case study was to explore what elementary teachers in an urban school district understand and implement as differentiated instruction and the role of learning styles. While there is much research that supports the implementation of differentiated instruction based on learning styles and learning levels to increase student achievement (Grasha, 2002; Patton, 1987), there is limited research that aligns the teacher’s understanding, implementation, and reflection on pedagogical differentiated practices within the classroom. As an employee of the study district, a former teacher within the district, and a former supervisor of the school, I defined my role as …