Effective differention [sic] for student success

Term

2011

Capstone

Thesis

Degree Name

MAEd

Abstract

The research question addressed is, how do elementary teachers effectively differentiate instruction to ensure success for all learners? The motivation for this capstone comes from a desire to provide positive effects for students, such as increased motivation and responsibility, which occur when instruction is differentiated, without overloading teachers with preparation and materials. This capstone describes what is currently known about differentiation and integrates these concepts with what teachers who are currently differentiating find effective. The author documents what expert research in the field has in common with teachers who were interviewed about their differentiation practices. The results show strategies and conditions that are conducive to differentiating instruction. These include having a safe learning environment, a teacher who views themselves as a facilitator, uses open-ended learning activities and learning centers.

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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