ERIC Number: ED521479
Record Type: Non-Journal
Publication Date: 2010
Pages: 159
Abstractor: As Provided
ISBN: ISBN-978-1-1242-5208-7
ISSN: N/A
EISSN: N/A
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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Program Evaluation, Individualized Instruction, Special Needs Students, Training, Teacher Education, Special Education, Outcomes of Education, Educational Research, Academic Achievement
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A