Dissertation/Thesis Abstract

Toward improved inclusion practices: A program evaluation of differentiated instruction in three sixth-grade classes
by Murley, Rebecca Mae, Ed.D., University of Phoenix, 2010, 158; 3424823
Abstract (Summary)

The researcher concluded that teacher training was of ultimate importance for a successful outcome of differentiated instruction in sixth-grade inclusion classes. Students with special learning needs whose learning depends largely on student-centered teaching are more likely to show academic advancement when instruction is differentiated to their needs. Most students with special needs thrive when met with a challenge that can be achieved. Differentiated instruction can provide such a challenge to all learners.

Indexing (document details)
Advisor: Hammond, Leah
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 71/10, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Middle School education, Special education
Keywords: Differentiated instruction, Inclusion, Sixth-grade, Special needs students
Publication Number: 3424823
ISBN: 978-1-124-25208-7
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