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ERIC Number: EJ947842
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1555-6913
Effects and Social Validity of Differentiated Instruction on Student Outcomes for Special Educators
Ernest, James M.; Thompson, Shirley E.; Heckaman, Kelly A.; Hull, Karla; Yates, Jamie
Journal of the International Association of Special Education, v12 n1 p33-41 Spr 2011
Student outcome data were examined for 35 teacher education candidates working toward special education certification who used an iterative differentiated instruction process over a 5-week period. Data were analyzed across a range of content areas and ages. Results indicated statistically significant and noteworthy effects across students regardless of whether teachers were working in an elementary, middle, or high school in a number of content areas. Qualitative data support a conceptual shift in how teacher education candidates use outcome data to inform their teaching, providing support for the social validity of this approach to implementing differentiated instruction. (Contains 1 figure and 2 tables.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States