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ERIC Number: ED498376
Record Type: Non-Journal
Publication Date: 2007
Pages: 129
Abstractor: Author
Reference Count: 87
ISBN: N/A
ISSN: N/A
Improving Mathematics Achievement of Exceptional Learners through Differentiated and Peer-Mediated Instruction
Ivory, Tontaleya S.
Online Submission
The purpose of this study was to implement differentiated and peer-mediated instruction to determine if these instructional interventions were successful in preparing students with disabilities for state standardized tests. In addition, this study identified how exceptional needs learners responded to techniques utilized during differentiated and peer-mediated instruction. The objective of this study was to determine if the interventions produced significant differences in mathematics achievement of exceptional learners and to provide a context in which the selected interventions invoked student behavioral response. The study focused on the following questions: (1) What is the difference in achievement for students receiving differentiated instruction to those receiving peer-mediated instruction?; (2) How does the implementation of differentiated instruction yield differences in achievement across exceptionalities, including learning disabled, mildly intellectually disabled, other health impairment, and emotional and behavioral disorder?; (3) In what ways will the implementation of peer-mediated instruction yield differences in achievement across exceptionalities, including learning disabled, mildly intellectually disabled, other health impairment, and emotional and behavioral disorder?; (4) How do exceptional learners respond to differentiated instruction?; (5) What are the differences in response to differentiated instruction for exceptional learners classified as learning disabled, mildly intellectually disabled, other health impairment, and emotional and behavioral disorder?; (6) How do exceptional learners respond to peer-mediated instruction?; and (7) What are the differences in response to peer-mediated instruction for exceptional learners classified as learning disabled, mildly intellectually disabled, other health impairment, and emotional and behavioral disorder? To solve the problem multiple methodologies were utilized. Mixed-method designs employ qualitative and quantitative research. Qualitative research seeks to explore phenomena in a naturalistic setting through interpretive data analysis. Quantitative research seeks to explain phenomena through empirical data analysis. Appended are: (A) Field Log; (B) Student Response Tally Sheets; (C) Assignment Completion Tally Sheets; and (D) Student Interview Guide. (Contains 7 tables.) [Doctor of Education Dissertation, Nova Southeastern University.]
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia