東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Comparing Differences in High School...

Gary-Maple, Pamela Nicole,

Linked to FindBook

Google Book

Amazon

博客來

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study // Pamela Nicole Gary-Maple.
Author:	Gary-Maple, Pamela Nicole,
Description:	1 electronic resource (119 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
Subject:	Mathematics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28768540
ISBN:	9798460490981

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /
Gary-Maple, Pamela Nicole,

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /Pamela Nicole Gary-Maple. - 1 electronic resource (119 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Teachers, administrators, and district stakeholders are seeking ways to increase standardized test scores and identify instructional strategies that will help meet the academic needs of all students. The theory of differentiated instruction served as the framework to examine whether successful implementation of differentiated instruction could improve test scores and meet the needs of individual learners. The problem addressed in this study was that lack of training in differentiated instruction among teachers is rendering many of these teachers unable to implement effective strategies for improving student learning. The purpose of this quantitative, archival, quasi-experimental study was to examine the differences, if any, between the level of achievement in high school algebra students when teachers received training in and used differentiated instruction. The archived data from nine classrooms and 255 students were used for the study. However, because the statistical assumptions for the planned mixed within-group/between groups ANOVA could not be met, t tests were used to measure pre- and post-student growth assessment scores of 98 students in five Algebra I classrooms. The findings indicated a significant difference in assessment scores after receiving differentiated instruction. Further research is necessary to determine the factors influencing how educators connect the link between the practice and assessment of differentiated learning. Implications of the study are that even experienced teachers often do not know what strategies to use with which students. Recommendations for practice include requiring pre-service programs and professional development programs to include differentiated instruction to improve teacher effectiveness and student achievement. Further research is needed to explore the strengths and weaknesses of specific differentiated instruction techniques to meet specialized populations like students with disabilities, gifted students, and marginalized students.

English

ISBN: 9798460490981Subjects--Topical Terms:

515831
Mathematics.
Subjects--Index Terms:

Algebra

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /
LDR:03502nmm a22004333i 4500 001 2431711
005 20250624130434.5
006 m o d
007 cr|nu||||||||
008 261011s2021 miu||||||m |||||||eng d
020 $a 9798460490981
035 $a (MiAaPQD)AAI28768540
035 $a AAI28768540
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Gary-Maple, Pamela Nicole, $e author. $3 3820646
245 1 0 $a Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study / $c Pamela Nicole Gary-Maple.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 1 electronic resource (119 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
500 $a Advisors: Rice, Donna Committee members: Oddi, Brian; Nelson, Deborah.
502 $b Ed.D. $c Northcentral University $d 2021.
520 $a Teachers, administrators, and district stakeholders are seeking ways to increase standardized test scores and identify instructional strategies that will help meet the academic needs of all students. The theory of differentiated instruction served as the framework to examine whether successful implementation of differentiated instruction could improve test scores and meet the needs of individual learners. The problem addressed in this study was that lack of training in differentiated instruction among teachers is rendering many of these teachers unable to implement effective strategies for improving student learning. The purpose of this quantitative, archival, quasi-experimental study was to examine the differences, if any, between the level of achievement in high school algebra students when teachers received training in and used differentiated instruction. The archived data from nine classrooms and 255 students were used for the study. However, because the statistical assumptions for the planned mixed within-group/between groups ANOVA could not be met, t tests were used to measure pre- and post-student growth assessment scores of 98 students in five Algebra I classrooms. The findings indicated a significant difference in assessment scores after receiving differentiated instruction. Further research is necessary to determine the factors influencing how educators connect the link between the practice and assessment of differentiated learning. Implications of the study are that even experienced teachers often do not know what strategies to use with which students. Recommendations for practice include requiring pre-service programs and professional development programs to include differentiated instruction to improve teacher effectiveness and student achievement. Further research is needed to explore the strengths and weaknesses of specific differentiated instruction techniques to meet specialized populations like students with disabilities, gifted students, and marginalized students.
546 $a English
590 $a School code: 1443
650 4 $a Mathematics. $3 515831
650 4 $a Mathematics education. $3 641129
653 $a Algebra
653 $a Differentiated instruction
653 $a High school
653 $a Mathematics
653 $a Pretest posttest
653 $a Urban
690 $a 0405
690 $a 0280
710 2 $a Northcentral University. $b School of Education. $e degree granting institution. $3 3767527
720 1 $a Rice, Donna $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 83-05B.
790 $a 1443
791 $a Ed.D.
792 $a 2021
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28768540