國立虎尾科技大學 |

Differentiated instruction in the elementary school : = Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Differentiated instruction in the elementary school :/
Reminder of title:	Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms.
Author:	Adlam, Elizabeth.
Description:	1 online resource (93 pages)
Notes:	Source: Masters Abstracts International, Volume: 69-10.
Contained By:	Masters Abstracts International69-10.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780494349717

Differentiated instruction in the elementary school : = Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms.
Adlam, Elizabeth.

Differentiated instruction in the elementary school :Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms. - 1 online resource (93 pages)

Source: Masters Abstracts International, Volume: 69-10.

Thesis (M.Ed.)--University of Windsor (Canada), 2007.

Includes bibliographical references

Changes of the make up of student population from that which is monolingual and mono-cultural to that which is multilingual and multicultural necessitate that teachers be more responsive to the needs of this diverse student population. One way to ensure diverse students' needs are met is to implement differentiated instruction. Using a survey, this study investigated teachers' knowledge about differentiation; how often teachers differentiate in specific subject areas; and factors that help or hinder the implementation of differentiated instruction. Study results that are critical to the way teachers address diversity through differentiated instruction are that the majority of the teachers surveyed are familiar with 'differentiated instruction'; however, because of limited knowledge about tools, the vast amount of preparation involved coupled with lack of resources, many teachers do not differentiate instruction in their classrooms. Furthermore, while diversity is the key for differentiating in the classroom, teachers mentioned that the diversity of students limits the implementation of differentiated instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780494349717Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Differentiated instruction in the elementary school : = Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms.
LDR:02410ntm a22003257 4500 001 1150067
005 20241023120632.5
006 m o d
007 cr bn ---uuuuu
008 250605s2007 xx obm 000 0 eng d
020 $a 9780494349717
035 $a (MiAaPQ)AAIMR34971
035 $a AAIMR34971
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Adlam, Elizabeth. $3 1476484
245 1 0 $a Differentiated instruction in the elementary school : $b Investigating the knowledge elementary teachers possess when implementing differentiated instruction in their classrooms.
264 0 $c 2007
300 $a 1 online resource (93 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: Masters Abstracts International, Volume: 69-10.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (M.Ed.)--University of Windsor (Canada), 2007.
504 $a Includes bibliographical references
520 $a Changes of the make up of student population from that which is monolingual and mono-cultural to that which is multilingual and multicultural necessitate that teachers be more responsive to the needs of this diverse student population. One way to ensure diverse students' needs are met is to implement differentiated instruction. Using a survey, this study investigated teachers' knowledge about differentiation; how often teachers differentiate in specific subject areas; and factors that help or hinder the implementation of differentiated instruction. Study results that are critical to the way teachers address diversity through differentiated instruction are that the majority of the teachers surveyed are familiar with 'differentiated instruction'; however, because of limited knowledge about tools, the vast amount of preparation involved coupled with lack of resources, many teachers do not differentiate instruction in their classrooms. Furthermore, while diversity is the key for differentiating in the classroom, teachers mentioned that the diversity of students limits the implementation of differentiated instruction.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a Curricula. $3 1465610
650 4 $a Teaching. $3 555255
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Windsor (Canada). $3 1182101
773 0 $t Masters Abstracts International $g 69-10.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR34971 $z click for full text (PQDT)