NotesFAQContact Us
Search Tips
ERIC Number: ED562906
Record Type: Non-Journal
Publication Date: 2013
Pages: 65
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-8358-5
Does Differentiated Instruction Raise Student Performance in Mathematics: An Action Research Study
James, Shondra Denise
ProQuest LLC, D.Ed. Dissertation, Capella University
Differentiated instruction has become a trend in education across the country as a way of addressing the needs of all students. In this study, data were analyzed from a research site that used differentiated instruction in math as a way of raising performance within a small sampling of second grade students. The success of the intervention determined if the methodology would be utilized through various grade levels. Data reflected in the study were from two second grade classrooms within the research site. Students' pre-assessments were taken at the beginning of the intervention and post-assessments were taken at the end of the intervention using Curriculum Based Measurement. Assessment results were compared to measure improvement within the two classrooms. Student results were compared to each other to range the percentage of growth after the intervention phase took place. Students' pre and post assessment results were compared to each other. This was done to establish a percentage range of growth after the intervention phase took place. The results of this study are reflected on a spreadsheet to determine success of the intervention. [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 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A