A Quantitative Study Investigating the Effects of Whole-class and Differentiated Instruction on Student Achievement PDF Download
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Author: Ramona Janet Luster
Publisher:
ISBN:
Category :
Languages : en
Pages : 109
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Book Description
Existing research and the popular media have consistently pointed to the need for improvement in student performance across the curriculum and especially in science and math. Unfortunately, little research has been conducted on elementary school mathematics education to investigate the pedagogical impact of adapting instructional methods to students' abilities and learning styles. The purpose of this study was to contrast whole-class and differentiated instruction to determine what is the more effective instructional strategy in a standards-based curriculum taught in an inclusive classroom environment. This quantitative ex-post facto study included six Grade-4 classrooms using either whole-class or differentiated instruction. Georgia Criterion Reference Competency Test (GCRCT) math scores of 67 general education students in classes receiving whole-class instruction and 68 general education students in classes receiving differentiated instruction were analyzed using independent t -tests to examine the differential impact of instruction. Responses to a modified version of a survey instrument developed by the Atlanta Public Schools system assessing teacher attitudes regarding the value of the different forms of instruction were analyzed using independent sample t-tests and Pearson correlations. The t tests revealed statistically significant differences in student achievement levels on the GCRCT between students taught utilizing whole-class instruction and differentiated instruction as well as differences teachers' attitudes. The study provides educators with a comparative analysis of whole-class instruction and differentiated instruction. The study is relevant to social change because it will aid in the definition of instructional strategies that endorse learner-centered classrooms to assist society in educating a diverse and heterogeneous population of students.
Author: Ramona Janet Luster
Publisher:
ISBN:
Category :
Languages : en
Pages : 109
Get Book Here
Book Description
Existing research and the popular media have consistently pointed to the need for improvement in student performance across the curriculum and especially in science and math. Unfortunately, little research has been conducted on elementary school mathematics education to investigate the pedagogical impact of adapting instructional methods to students' abilities and learning styles. The purpose of this study was to contrast whole-class and differentiated instruction to determine what is the more effective instructional strategy in a standards-based curriculum taught in an inclusive classroom environment. This quantitative ex-post facto study included six Grade-4 classrooms using either whole-class or differentiated instruction. Georgia Criterion Reference Competency Test (GCRCT) math scores of 67 general education students in classes receiving whole-class instruction and 68 general education students in classes receiving differentiated instruction were analyzed using independent t -tests to examine the differential impact of instruction. Responses to a modified version of a survey instrument developed by the Atlanta Public Schools system assessing teacher attitudes regarding the value of the different forms of instruction were analyzed using independent sample t-tests and Pearson correlations. The t tests revealed statistically significant differences in student achievement levels on the GCRCT between students taught utilizing whole-class instruction and differentiated instruction as well as differences teachers' attitudes. The study provides educators with a comparative analysis of whole-class instruction and differentiated instruction. The study is relevant to social change because it will aid in the definition of instructional strategies that endorse learner-centered classrooms to assist society in educating a diverse and heterogeneous population of students.
Author: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 1416618635
Category : Education
Languages : en
Pages : 210
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Book Description
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
Author: Carol A. Tomlinson
Publisher: ASCD
ISBN: 0871205122
Category : Education
Languages : en
Pages : 128
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Book Description
Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
Author: Michael Orey
Publisher: CreateSpace
ISBN: 9781475074376
Category : Education
Languages : en
Pages : 350
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Book Description
Emerging Perspectives on Learning, Teaching, and Technology
Author: Dr. Dinesh N. Kurup
Publisher: Lulu Publication
ISBN: 1678182915
Category : Art
Languages : en
Pages : 183
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Book Description
Socio economic issues are quite common in any democratic country and in India, the main issue is power. This has been a controversial issue for ages. So, the opinions are critical and varied. Concrete opinions are the result of concrete knowledge and the base of it is proper school education. Schools must be the abode of transformation of wealth of knowledge and skills for generations ahead. However, the role of institutions becomes more challenging in the modern world with innovations and technological developments. Investment in education and educational institutions should be viewed as an investment for economic prosperity. The book discusses a design-based research focused on what beliefs, understanding and intentions future citizens in India have, towards generating power from Nuclear Power and to what extend a 5E model intervention programme can influence it.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Book Description
Author: Lisa Jeaneen Camp
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 78
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Book Description
Author: Carol A. Tomlinson
Publisher: ASCD
ISBN: 0871205025
Category : Education
Languages : en
Pages : 179
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Book Description
This book explores how school leaders can develop responsive, personalized, and differentiated classrooms. Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike.
Author: Christopher M. Moersch
Publisher: Corwin Press
ISBN: 1483332128
Category : Education
Languages : en
Pages : 201
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Book Description
Connect Common Core, inquiry, and technology! While technology ushers in exciting and innovative educational opportunities, finding best practices for complete integration remains a challenge. In this practical resource, educators will discover a roadmap for implementing digital age best practices. With discussions on how to promote networked collaboration, bolster purposeful inquiry, and anchor student decision-making and learning with digital-age tools, these research-based strategies deliver: A user-friendly road map for digital transition into new Common Core Standards Lesson plans, benchmarks, and instructional units to bridge the link between 21st century skills, Common Core Standards, and student achievement Practical tips for classroom, building, and district implementation Tools and guidance for successful PLCs
Author: Carol Ann Tomlinson Ann Tomlinson
Publisher: ASCD
ISBN: 1416613331
Category : Education
Languages : en
Pages : 211
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Book Description
Today’s teachers are responsible for a greater variety of learners with a greater diversity of needs than ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students’ and teachers’ lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot—and will not—move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. Tomlinson and Imbeau argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher’s toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.
