東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

A grounded theory study on the role ...

Jones, Brian Kirby.

Linked to FindBook

Google Book

Amazon

博客來

A grounded theory study on the role of differentiated instruction in effective middle school science teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A grounded theory study on the role of differentiated instruction in effective middle school science teaching./
Author:	Jones, Brian Kirby.
Description:	375 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635398
ISBN:	9781321164350

A grounded theory study on the role of differentiated instruction in effective middle school science teaching.
Jones, Brian Kirby.

A grounded theory study on the role of differentiated instruction in effective middle school science teaching. - 375 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2014.

This item must not be sold to any third party vendors.

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

ISBN: 9781321164350Subjects--Topical Terms:

1030813
Education, Middle School.

A grounded theory study on the role of differentiated instruction in effective middle school science teaching.
LDR:02634nmm a2200325 4500 001 2056142
005 20150429102535.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321164350
035 $a (MiAaPQ)AAI3635398
035 $a AAI3635398
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Brian Kirby. $3 3169878
245 1 2 $a A grounded theory study on the role of differentiated instruction in effective middle school science teaching.
300 $a 375 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Lucinda Spaulding.
502 $a Thesis (Ed.D.)--Liberty University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.
590 $a School code: 1052.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0450
690 $a 0714
690 $a 0456
690 $a 0443
690 $a 0727
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635398