Download or read book Impact of Differentiated Instructional Grouping Strategy on Fifth Grade Students Mathematics Achievement written by Susan M. Kegerise and published by . This book was released on 2007 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Differentiated Instructional Strategies on Student Achievement written by Clara Owens Patterson and published by . This book was released on 2005 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the impact of differentiated instructional practices on the individual achievement of students in the heterogeneously grouped classroom. The study was conducted at Glenellen Elementary School in Clarksville, Tennessee. As former principal and now Director of Educational Services for the Clarksville Montgomery County Schools, this researcher provided direction and facilitated the implementation process. A variety of analytical methods were utilized to determine the relationship between differentiated instruction and student achievement. Teachers involved in the study agreed to participate in the project as a means for establishing effective strategies that could be replicated throughout the school system for insuring that teachers are equipped with the knowledge and skills necessary for addressing the needs of diverse learners.
Download or read book The Effects of Grouping and Curricular Practices on Intermediate Students Math Achievement written by Carol Lynne Tieso and published by . This book was released on 2002 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Grouping and Curricular Practices on Intermediate Students Math Achievement written by Carol Lynne Tieso and published by . This book was released on 2000 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How to Differentiate Instruction in Mixed ability Classrooms written by Carol A. Tomlinson and published by ASCD. This book was released on 2001 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
Download or read book The Differentiated Classroom written by Carol Ann Tomlinson and published by ASCD. This book was released on 2014-05-25 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
Download or read book Math for All written by Linda Schulman Dacey and published by Math Solutions. This book was released on 2009 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Embrace the diverse spectrum of abilities, interests, and learning styles among students with this powerful series. Each book offers practical, research-based guidance to differentiating instruction in the mathematics classroom. The authors provide: dozens of ready-to-use differentiated tasks (including reproducibles), along with ways to scaffold mathematical learning; strategies for providing and structuring choice within classrooms; guidance in leading large-group discussions when students are completing different activities; and engaging ways to address NCTM's Principles and Standards for School Mathematics and Curriculum Focal Points.
Download or read book Improving Achievement With Digital Age Best Practices written by Christopher Moersch and published by Corwin Press. This book was released on 2013-11-13 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows how to increase student academic achievement in the classroom by implementing 21st century skills and themes, using a clear set of guidelines or best practices referred to as digital age best practices. It offers a proven methodology that includes sample lesson plans, benchmarks, and instructional units to provide a smooth segue for schools transitioning to the common core state standards. The book provides school and district leaders with an implementation model that shows them how to build capacity for change, implement the change, and then sustain that change.
Download or read book Implications for Ability Grouping in Mathematics for Fifth Grade Students written by Anne M. Stinnett and published by . This book was released on 2013 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects of ability grouping on fifth grade students at 47 elementary schools in a large urban school district. Using disaggregated standardized test data that statistically measures achievement growth, this study analyzes gains among students assigned to prior achievement quintiles as compared to three grouping strategies: homogeneous, heterogeneous with special classes for advanced and special education, and heterogeneous ability groups. The findings suggest that the grouping strategies used in these schools are effective for the students at these schools. Most significant is that, on average, low achieving schools are grouping students in ways that are exhibiting positive gains among low achievers. Conversely, schools with large populations of high achievers are grouping in ways that are making gains among high achievers. Average students show similar gains among all three grouping strategies. Overall, the research and data suggest the importance of using multiple data sources, knowledge of students and school culture, as well as pedagogy to determine appropriate grouping strategies for particular schools.
Download or read book The Effect of Flexible Grouping on Mathematics Achievement of Fifth grade Students written by Penny W. Valle and published by . This book was released on 2001 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Differentiated Math Instruction on Fifth grade Upper level Learning Students written by Lindsay R. Schroeder and published by . This book was released on 2010 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how differentiating mathematical instruction for fifth-grade upper-level learning students would impact their learning. The students were involved in mathematical challenges at their instructional level to see if they would show advancement with their mathematical knowledge and become more motivated in the classroom. This study used a pretest/posttest design during the fall trimester of the 2010-2011 school year. At the beginning of the study, the students were given an attitude survey to assess their feeling about mathematics an their current motivational levels in math class. They were also given a prealgebra pretest and the mid-year fifth-year grade assessment to determine what types of mathematical challenges would benefit them. After nine weeks, students were given the attitude survey again to determine if their attitudes and motivational levels about math class changed from the use of determine if their attitudes and motivational levels about math class changed from the use of differentiated math instruction. They were also given the prealgebra posttest, along with the mid-year fifth-grade assessment a final time to assess how much growth was made with their mathematical knowledge after receiving the differentiated instruction. During the study, the Iowa City Community School District's math curriculum. Everyday Math, was used as the main source of instruction and supplemental support was given through the book Real World Algebra, written by Edward Zaccaro. Assessments were given and data were collected on a regular basis through observation and the completion of the Everyday Math enrichment activities and the Real World Algebra practice pages. The data and results showed an increase in both the students' math skills and motivational levels in math class, which supported the hypothesis.
Download or read book Small Group Instruction and Mathematics Achievement in an Online School Environment written by Thanette Short and published by . This book was released on 2019 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growth in mathematics achievement for students enrolled in online schools has been slow and not at the level of proficiency on standardized tests. Studies have shown a consensus for more research in best practices of effective teaching strategies for online educators. Additionally, research shows students enrolled in online schools who have consistent interaction with their teachers and peers throughout a mathematics course are more positive in their self-reflections and have higher end-of-course and standardized test scores. Building on the existing knowledge regarding mathematics achievement in online education, the question investigated was: What are the effects of synchronous group instruction on the mathematics achievement of fifth grade students who receive their instruction online? In this context, synchronous group instruction is defined as instruction happening between the teacher and students at the same time, but at different locations. The control group, during the 2017/2018 academic year, did not receive the small group instruction. The treatment group, during the 2018/2019 academic year, received small group instruction in 30 minute sessions, held once every other week throughout the school year. Analysis of the results showed fifth grade students who received synchronous group instruction online outperformed the fifth grade students who did not receive synchronous group instruction online. The results suggest that the online synchronous group instruction has a positive effect on fifth grade achievement in mathematics.
Download or read book Differentiated Math Instruction and Students Achievement and Attitudes Toward Learning written by Alison Beierman and published by . This book was released on 2009 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed in this project was, how does differentiated instruction using tiered lessons affect student achievement and attitudes in understanding number sense in second grade? It describes the process of differentiating one chapter of the math curriculum using tiered lesson plans based on Tomlinson's research of the instructional strategy of differentiation. The author provides details on assessing student needs, grouping individuals based on learning needs, creating differentiated learning activities, as well as an analysis of the data created from the posttests and student surveys. Implications of differentiation, limitations of the findings and future plans are also described. As a result of implementing this unit, the author concludes that: 1) differentiation is a valuable strategy and does work to increase student achievement in the classroom; 2) differentiation cannot be directly linked to positive attitudes toward learning.
Download or read book The Effects of Ability Grouping Versus Mixed Ability Grouping on Fourth Grade Mathematics Achievement written by Karen A. Rieger and published by . This book was released on 2007 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to investigate the effects of ability grouping vs. mixed ability grouping on the mathematics achievement of high, medium, and low ability fourth grade students. Achievement was measured by mean growth on California Standardized Testing and Reporting (STAR) California Standards Tests (eSTs). The sample was composed of 704 fourth grade students from two elementary schools in the same Southern California school district. The research method chosen was a non-experimental quantitative retrospective study. Statistical analysis using a two-way ANOV A and t-tests was performed on three consecutive years oftest scores. Results showed that students of all ability levels experienced significantly higher achievement in homogeneously grouped classes. High ability students in heterogeneously grouped classes showed negative mean growth all three years of the study and medium ability students showed negative mean growth two of three years. Pacing, level of differentiation, and affect may play an important part in the effects of instructional grouping observed in the study. Keywords: ability grouping, homogeneous, heterogeneous, differentiation, pacing, affect, mathematics performance
Download or read book Ability Grouping in Education written by Judith Ireson and published by SAGE. This book was released on 2001 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ability Grouping in Education provides an overview of ability grouping in education. The authors consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.
Download or read book Impact of Co teaching on Math and Reaching Achievement Among Fifth Grade Students with and Without Learning Disabilities written by Jamie L. Antoun and published by . This book was released on 2007 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differentiated Math Instruction in a Mixed Ability Fifth grade Classroom written by Rachel Katherine Screnar and published by . This book was released on 2012 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: My classroom has children of varied background knowledge, learning differences, and readiness to learn. During math I often find myself teaching to the middle, neglecting to meet the diverse needs of all of my students. This project focused on the effects of differentiated instruction on students' understanding of fifth-grade math concepts. The effects of differentiated instruction on the level of understanding, and both student and teacher attitudes and motivation were also considered. This project investigated the effects of differentiated instruction strategies as compared to traditional classroom instruction. Students' understanding of fifth-grade math concepts were assessed by comparing two differentiated instruction units to the traditional taught unit using pre and postunit assessment data, concept maps, exit cards, and interview data. Student motivation and engagement were assessed through student questionnaires, observations, and interviews. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. The results indicated an increase in student understanding, motivation, and engagement. Results also suggest that students developed a deeper level of understanding of fifth-grade math concepts as reflected in their ability to develop higher-order answers according to Bloom's Taxonomy. Increased student motivation and engagement positively affected my teaching, attitude, and motivation toward math instruction.
