東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Social Studies Teachers' Use of Diff...

Waid, Nicole.

FindBook

Google Book

Amazon

博客來

Social Studies Teachers' Use of Differentiated Instruction to Help Struggling Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Studies Teachers' Use of Differentiated Instruction to Help Struggling Learners./
作者:	Waid, Nicole.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	198 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10096872
ISBN:	9781339609591

Social Studies Teachers' Use of Differentiated Instruction to Help Struggling Learners.
Waid, Nicole.

Social Studies Teachers' Use of Differentiated Instruction to Help Struggling Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 198 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

Students in a local rural northeastern high school have demonstrated decreasing academic performance in social studies courses for the past 5 years. The purpose of this bounded qualitative case study of the local social studies department was to investigate how social studies teachers and administrators for grades 7-12 describe differentiated instruction (DI) and professional development in DI. This study was grounded in the zone of proximal development, which stressed the importance of providing instruction at students' instructional levels, and DI, which emphasized tailoring instruction to address students' needs. Three research questions focused on how social studies teachers and administrators viewed teachers' use of DI and described the professional development training for DI. Open ended interviews of 3 administrators and 9 secondary social studies teachers in the local school who volunteered to participate , observations of the teacher interviewees' classroom lessons, and reviews of documents related to instructional materials or professional development provided the data for the bounded case. The data were analyzed in an explanation building technique which flowed from the research questions. The findings indicated that the participants had positive perceptions of DI, the social studies teachers used DI strategies with struggling students and wanted effective professional development training and resources for using DI, and instructors wanted more administrative support. The results of this study may impact social change in the local school by providing effective DI techniques to use with struggling students. Professional development training in effective DI techniques may promote collaboration among the faculty and improve student performance in social studies.

ISBN: 9781339609591Subjects--Topical Terms:

3172312
Teacher education.

Social Studies Teachers' Use of Differentiated Instruction to Help Struggling Learners.
LDR:02815nmm a2200337 4500 001 2158891
005 20180618095010.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781339609591
035 $a (MiAaPQ)AAI10096872
035 $a (MiAaPQ)waldenu:17238
035 $a AAI10096872
040 $a MiAaPQ $c MiAaPQ
100 1 $a Waid, Nicole. $3 3346744
245 1 0 $a Social Studies Teachers' Use of Differentiated Instruction to Help Struggling Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 198 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Jerita Whaley.
502 $a Thesis (Ed.D.)--Walden University, 2016.
520 $a Students in a local rural northeastern high school have demonstrated decreasing academic performance in social studies courses for the past 5 years. The purpose of this bounded qualitative case study of the local social studies department was to investigate how social studies teachers and administrators for grades 7-12 describe differentiated instruction (DI) and professional development in DI. This study was grounded in the zone of proximal development, which stressed the importance of providing instruction at students' instructional levels, and DI, which emphasized tailoring instruction to address students' needs. Three research questions focused on how social studies teachers and administrators viewed teachers' use of DI and described the professional development training for DI. Open ended interviews of 3 administrators and 9 secondary social studies teachers in the local school who volunteered to participate , observations of the teacher interviewees' classroom lessons, and reviews of documents related to instructional materials or professional development provided the data for the bounded case. The data were analyzed in an explanation building technique which flowed from the research questions. The findings indicated that the participants had positive perceptions of DI, the social studies teachers used DI strategies with struggling students and wanted effective professional development training and resources for using DI, and instructors wanted more administrative support. The results of this study may impact social change in the local school by providing effective DI techniques to use with struggling students. Professional development training in effective DI techniques may promote collaboration among the faculty and improve student performance in social studies.
590 $a School code: 0543.
650 4 $a Teacher education. $3 3172312
650 4 $a Secondary education. $3 2122779
650 4 $a Social sciences education. $3 2144735
650 4 $a Pedagogy. $3 2122828
650 4 $a Special education. $3 516693
690 $a 0530
690 $a 0533
690 $a 0534
690 $a 0456
690 $a 0529
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10096872