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Differentiated instruction: An imple...

Eady, Kay V.,

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Differentiated instruction: An implementation review /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differentiated instruction: An implementation review // Kay V Eady.
作者:	Eady, Kay V.,
面頁冊數:	1 electronic resource (130 pages)
附註:	Source: Dissertations Abstracts International, Volume: 70-04, Section: A.
Contained By:	Dissertations Abstracts International70-04A.
標題:	School administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3320642
ISBN:	9780549739425

Differentiated instruction: An implementation review /
Eady, Kay V.,

Differentiated instruction: An implementation review /Kay V Eady. - 1 electronic resource (130 pages)

Source: Dissertations Abstracts International, Volume: 70-04, Section: A.

The purpose of this replicated research study was to develop a comprehensive understanding of the leadership strategies being used to implement differentiated instruction. This study replicates a previous study completed by Dianne Richardson in 2007. Richardson's study researched differentiated instruction and the implementation process coupled with leadership strategies utilized by building-level leaders. Differentiated instruction is a type of instruction provided in response to the individual learners' needs, styles, or interests (Heacox, 2002). Districts and local schools that have implemented differentiated instruction have relied primarily on effective leadership and professional development (Richardson, 2007). Twenty school principals that have been trained in differentiated instruction and that have implemented differentiated instruction within their schools were interviewed to determine the effectiveness of staff development, leadership skills, and strategies used within their buildings. The grounded theory format was used to analyze the data. Results from this study will allow school level leaders, as well as district leaders, to apply the results to their setting as they implement and support the process of differentiated instruction. Additionally, it will focus on the necessity for professional development and the change process.

English

ISBN: 9780549739425Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Change process

Differentiated instruction: An implementation review /
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502 $b Ph.D. $c Capella University $d 2008.
520 $a The purpose of this replicated research study was to develop a comprehensive understanding of the leadership strategies being used to implement differentiated instruction. This study replicates a previous study completed by Dianne Richardson in 2007. Richardson's study researched differentiated instruction and the implementation process coupled with leadership strategies utilized by building-level leaders. Differentiated instruction is a type of instruction provided in response to the individual learners' needs, styles, or interests (Heacox, 2002). Districts and local schools that have implemented differentiated instruction have relied primarily on effective leadership and professional development (Richardson, 2007). Twenty school principals that have been trained in differentiated instruction and that have implemented differentiated instruction within their schools were interviewed to determine the effectiveness of staff development, leadership skills, and strategies used within their buildings. The grounded theory format was used to analyze the data. Results from this study will allow school level leaders, as well as district leaders, to apply the results to their setting as they implement and support the process of differentiated instruction. Additionally, it will focus on the necessity for professional development and the change process.
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650 4 $a School administration. $3 3172164
650 4 $a Teacher education. $3 3172312
650 4 $a Curricula. $3 3422445
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650 4 $a Curriculum development. $3 684418
650 4 $a Educational administration. $3 2122799
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