NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED580531
Record Type: Non-Journal
Publication Date: 2017
Pages: 73
Abstractor: As Provided
ISBN: 978-0-3552-9333-3
Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy
Lloyd, Jason D.
ProQuest LLC, Ph.D. Dissertation, University of California, Riverside
Approximately 60% of classroom students have insufficient math skills. Within a Multi-Tiered Systems of Support (MTSS) framework, teachers can implement core differentiation strategies targeted at improving math skills of an entire class of students. Differentiation programs are developed in order to target academic skills of groups of students with varying levels of math proficiency. Considering the diverse levels of math proficiency in typical elementary classrooms, core enrichment programs can be highly effective in improving math skills of these students. However, it is important that teachers implement core differentiation programs that are evidence-based. Past research has supported the use of the PALS-Math differentiation program to improve math skills. The current analysis evaluated the effectiveness of the PALS-Math program using a modified pairing procedure. However, the current analysis found that implementing the PALS-Math differentiation program was not effective at improving the overall math skills of students when compared to the control group. Implications and limitations of the current study will be discussed. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A