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ERIC Number: ED521479
Record Type: Non-Journal
Publication Date: 2010
Pages: 159
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-5208-7
Toward Improved Inclusion Practices: A Program Evaluation of Differentiated Instruction in Three Sixth-Grade Classes
Murley, Rebecca Mae
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The researcher concluded that teacher training was of ultimate importance for a successful outcome of differentiated instruction in sixth-grade inclusion classes. Students with special learning needs whose learning depends largely on student-centered teaching are more likely to show academic advancement when instruction is differentiated to their needs. Most students with special needs thrive when met with a challenge that can be achieved. Differentiated instruction can provide such a challenge to all learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A