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ERIC Number: ED514029
Record Type: Non-Journal
Publication Date: 2010-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 4
Action Research: Tiered Instruction in a High School Physics Course
Courville, Keith
Online Submission, Paper presented at the Louisiana Science Teacher Association State Conference (Monroe, LA, 2010)
(Purpose) This article describes the use of tiered instruction, a specific form of differentiation, within the author's high school Physics classroom. A background and discussion on the nature of tiered instruction is also included. (Findings) Topics addressed in this paper include: (1) the necessity of differentiation within the classroom; (2) the basis of differentiation within educational theory; (3) tiered instruction as a form of differentiation; (4) methods of tiered instruction; (5) existing research on tiered instruction's impact on academic parameters; (6) a justification for tiered instruction within a general Physics course; (7) application of tiered instruction in the context of a laboratory exercise; (8) results of student surveys regarding learning and motivation from tiered instruction. (Conclusions) Trends emerged from student surveys showing small, but positive trends in learning and motivation due to the unique grouping of tiered instruction. Further research, with greater depth, sample size, and longitude, should be undertaken to show statistically significant results. (Contains 3 tables.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana