The effectiveness of differentiated instruction in the elementary mathematics classroom

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dc.contributor.advisor Clark, Patricia A.
dc.contributor.author Scott, Brian E.
dc.date.accessioned 2012-05-21T15:17:50Z
dc.date.available 2013-12-26T20:17:44Z
dc.date.created 2012-05-05
dc.date.issued 2012-05-05
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/195872
dc.description.abstract This study was conducted to determine if differentiated instruction improved student growth. The overall effectiveness was studied as well as that of gender and the aptitude of average and above average students. The study was that of a quasi-experimental design using student subjects in the classrooms of three second-grade teachers. The school in the study was located in an affluent suburb outside of a major city in the Midwest. This quantitative study concluded that differentiated instruction did not have an overall effectiveness at a significant level. Students with a higher academic ability benefited significantly with opportunity to be challenged at a higher level while students of average ability did not. There was no significant difference between the achievement of males and females. en_US
dc.description.sponsorship Department of Elementary Education
dc.subject.lcsh Individualized instruction.
dc.subject.lcsh Mathematics -- Study and teaching (Elementary)
dc.subject.lcsh Second grade (Education)
dc.title The effectiveness of differentiated instruction in the elementary mathematics classroom en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.date.liftdate 2012-05-22
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1666098


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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