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You searched for subject:(differentiated curriculum). Showing records 1 – 30 of 38 total matches.

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University of Southern California

1. Dobron, Kendra Hollern. Gifted students' perceptions of the differentiated curriculum.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 A differentiated curriculum for the gifted provides learning experiences that are challenging, interesting, satisfying, useful in the application to the real world, transferable to other… (more)

Subjects/Keywords: gifted; students' perceptions; differentiated; curriculum

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APA (6th Edition):

Dobron, K. H. (2011). Gifted students' perceptions of the differentiated curriculum. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053

Chicago Manual of Style (16th Edition):

Dobron, Kendra Hollern. “Gifted students' perceptions of the differentiated curriculum.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053.

MLA Handbook (7th Edition):

Dobron, Kendra Hollern. “Gifted students' perceptions of the differentiated curriculum.” 2011. Web. 14 Jul 2020.

Vancouver:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053.

Council of Science Editors:

Dobron KH. Gifted students' perceptions of the differentiated curriculum. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622961/rec/3053


University of Southern California

2. Grubb, Robert Carl. The relationship between the implementation of a differentiated curriculum and the development of intellectualism.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study was conducted to explore the perceptions of gifted students and their teachers on the relationship between the implementation of a differentiated curriculum designed… (more)

Subjects/Keywords: gifted education; intellectualism; differentiated curriculum

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APA (6th Edition):

Grubb, R. C. (2011). The relationship between the implementation of a differentiated curriculum and the development of intellectualism. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161

Chicago Manual of Style (16th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161.

MLA Handbook (7th Edition):

Grubb, Robert Carl. “The relationship between the implementation of a differentiated curriculum and the development of intellectualism.” 2011. Web. 14 Jul 2020.

Vancouver:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161.

Council of Science Editors:

Grubb RC. The relationship between the implementation of a differentiated curriculum and the development of intellectualism. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/638027/rec/7161


University of Southern California

3. Marotta-Garcia, Christina. Teachers' use of a differentiated curriculum for gifted students.

Degree: EdD, Education, 2011, University of Southern California

 Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate… (more)

Subjects/Keywords: gifted; differentiated curriculum; teaching

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APA (6th Edition):

Marotta-Garcia, C. (2011). Teachers' use of a differentiated curriculum for gifted students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364

Chicago Manual of Style (16th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

MLA Handbook (7th Edition):

Marotta-Garcia, Christina. “Teachers' use of a differentiated curriculum for gifted students.” 2011. Web. 14 Jul 2020.

Vancouver:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364.

Council of Science Editors:

Marotta-Garcia C. Teachers' use of a differentiated curriculum for gifted students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/633567/rec/6364


University of South Carolina

4. Cannon, Melinda A. Differentiated Mathematics Instruction: An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The purpose of this action research study was to evaluate the relationship between two third grade mathematics classroom; one with differentiated pedagogy and other… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Differentiated Mathematics

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APA (6th Edition):

Cannon, M. A. (2017). Differentiated Mathematics Instruction: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4222

Chicago Manual of Style (16th Edition):

Cannon, Melinda A. “Differentiated Mathematics Instruction: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed July 14, 2020. https://scholarcommons.sc.edu/etd/4222.

MLA Handbook (7th Edition):

Cannon, Melinda A. “Differentiated Mathematics Instruction: An Action Research Study.” 2017. Web. 14 Jul 2020.

Vancouver:

Cannon MA. Differentiated Mathematics Instruction: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2020 Jul 14]. Available from: https://scholarcommons.sc.edu/etd/4222.

Council of Science Editors:

Cannon MA. Differentiated Mathematics Instruction: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4222


University of Southern California

5. Apps, Kathleen Ann. Relationships between teachers' perceptions of gifted program status and instructional choices.

Degree: EdD, Education, 2011, University of Southern California

 This mixed-methods study examined the relationships between teachers' perceptions of gifted program status and their curricular and instructional choices in teaching the gifted students in… (more)

Subjects/Keywords: gifted program; status; differentiated curriculum and instruction

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APA (6th Edition):

Apps, K. A. (2011). Relationships between teachers' perceptions of gifted program status and instructional choices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517

Chicago Manual of Style (16th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517.

MLA Handbook (7th Edition):

Apps, Kathleen Ann. “Relationships between teachers' perceptions of gifted program status and instructional choices.” 2011. Web. 14 Jul 2020.

Vancouver:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517.

Council of Science Editors:

Apps KA. Relationships between teachers' perceptions of gifted program status and instructional choices. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/438820/rec/5517


University of Southern California

6. Manzone, Jessica A. The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines.

Degree: EdD, Education, 2013, University of Southern California

 Despite the vast research conducted on the elements of a differentiated curriculum for gifted learners, much is still unexamined about how gifted students are transferring… (more)

Subjects/Keywords: transfer; gifted education; differentiated curriculum; depth and complexity

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APA (6th Edition):

Manzone, J. A. (2013). The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684

Chicago Manual of Style (16th Edition):

Manzone, Jessica A. “The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684.

MLA Handbook (7th Edition):

Manzone, Jessica A. “The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines.” 2013. Web. 14 Jul 2020.

Vancouver:

Manzone JA. The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684.

Council of Science Editors:

Manzone JA. The elements of a differentiated curriculum for gifted students: transfer and application across the disciplines. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/235252/rec/6684

7. Grauer, Amber. Response to Intervention: Differentiated Reading Curriculum Manual .

Degree: 2013, California State University – San Marcos

 Educators have created and begun implementing Response to Intervention as a means to lower over-identification of students with disabilities and to meet the needs of… (more)

Subjects/Keywords: Response to Intervention; Reading Intervention; Differentiated Reading Curriculum; RTI Tier 2

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APA (6th Edition):

Grauer, A. (2013). Response to Intervention: Differentiated Reading Curriculum Manual . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Grauer, Amber. “Response to Intervention: Differentiated Reading Curriculum Manual .” 2013. Thesis, California State University – San Marcos. Accessed July 14, 2020. http://hdl.handle.net/10211.8/536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Grauer, Amber. “Response to Intervention: Differentiated Reading Curriculum Manual .” 2013. Web. 14 Jul 2020.

Vancouver:

Grauer A. Response to Intervention: Differentiated Reading Curriculum Manual . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10211.8/536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grauer A. Response to Intervention: Differentiated Reading Curriculum Manual . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Leiden University

8. Harkema, Elise. Teacher efficacy en aanpassingen in leesinstructie bij Curriculum-Based Measurement.

Degree: 2015, Leiden University

 The CBM Maze task has been found to be an indicator of students‟ general reading performance and progress. Teachers administer the CBM Maze task frequently… (more)

Subjects/Keywords: Maze; Teacher efficacy; Curriculum-Based Measrurement; Teacher planning; Reading; Instructional adaptations; Differentiated instruction; Reading problems

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APA (6th Edition):

Harkema, E. (2015). Teacher efficacy en aanpassingen in leesinstructie bij Curriculum-Based Measurement. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34871

Chicago Manual of Style (16th Edition):

Harkema, Elise. “Teacher efficacy en aanpassingen in leesinstructie bij Curriculum-Based Measurement.” 2015. Masters Thesis, Leiden University. Accessed July 14, 2020. http://hdl.handle.net/1887/34871.

MLA Handbook (7th Edition):

Harkema, Elise. “Teacher efficacy en aanpassingen in leesinstructie bij Curriculum-Based Measurement.” 2015. Web. 14 Jul 2020.

Vancouver:

Harkema E. Teacher efficacy en aanpassingen in leesinstructie bij Curriculum-Based Measurement. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1887/34871.

Council of Science Editors:

Harkema E. Teacher efficacy en aanpassingen in leesinstructie bij Curriculum-Based Measurement. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/34871


University of South Africa

9. Marishane, Matseke Alinah. Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province .

Degree: 2013, University of South Africa

 This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education,… (more)

Subjects/Keywords: Curriculum differentiation; Capacity building; Differentiated instruction; Continuing professional development; Anchoring; Flexible grouping; Compacting

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APA (6th Edition):

Marishane, M. A. (2013). Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13577

Chicago Manual of Style (16th Edition):

Marishane, Matseke Alinah. “Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province .” 2013. Masters Thesis, University of South Africa. Accessed July 14, 2020. http://hdl.handle.net/10500/13577.

MLA Handbook (7th Edition):

Marishane, Matseke Alinah. “Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province .” 2013. Web. 14 Jul 2020.

Vancouver:

Marishane MA. Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10500/13577.

Council of Science Editors:

Marishane MA. Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13577


Liberty University

10. Abernathy, Richard Kyle. The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks.

Degree: 2019, Liberty University

 This study investigated the effects of teaching prescriptive and teacher-guided decoding lessons to kindergarten students in need of Tier 2 interventions in the Georgia Response… (more)

Subjects/Keywords: Differentiated Reading Instruction; RTI; DIBELS; Kindergarten; Decoding; Phonics; Curriculum and Instruction; Education; Educational Leadership

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APA (6th Edition):

Abernathy, R. K. (2019). The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2086

Chicago Manual of Style (16th Edition):

Abernathy, Richard Kyle. “The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks.” 2019. Doctoral Dissertation, Liberty University. Accessed July 14, 2020. https://digitalcommons.liberty.edu/doctoral/2086.

MLA Handbook (7th Edition):

Abernathy, Richard Kyle. “The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks.” 2019. Web. 14 Jul 2020.

Vancouver:

Abernathy RK. The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jul 14]. Available from: https://digitalcommons.liberty.edu/doctoral/2086.

Council of Science Editors:

Abernathy RK. The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2086


University of Southern California

11. Else, Danielle F. The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Though research has validated a link between principal leadership and student achievement, questions remain regarding the specific relationships between the principal and high-achieving learners. This… (more)

Subjects/Keywords: differentiated curriculum; differentiation; educational leadership; elementary principal; high-ability students; instructional behavior

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APA (6th Edition):

Else, D. F. (2013). The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249

Chicago Manual of Style (16th Edition):

Else, Danielle F. “The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249.

MLA Handbook (7th Edition):

Else, Danielle F. “The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students.” 2013. Web. 14 Jul 2020.

Vancouver:

Else DF. The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249.

Council of Science Editors:

Else DF. The role of principal leadership in achievement beyond test scores: an examination of leadership, differentiated curriculum and high-achieving students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/239559/rec/7249


University of Southern California

12. Park, Misook A. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.

Degree: EdD, Education (Curriculum & Instruction), 2010, University of Southern California

 This urban district-wide study of teachers in gifted and talented programs in grades three through eight explored factors contributing to the transfer of knowledge learned… (more)

Subjects/Keywords: gifted education; differentiated curriculum; professional development

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APA (6th Edition):

Park, M. A. (2010). Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717

Chicago Manual of Style (16th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717.

MLA Handbook (7th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Web. 14 Jul 2020.

Vancouver:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717.

Council of Science Editors:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2717


University of Southern California

13. Sellers, Dena M. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 For years research on gifted education has discussed the importance of professional development for teachers of gifted students. This study examined data on how professional… (more)

Subjects/Keywords: gifted; differentiation; differentiated; self perception; self-perception; JAVITS; Kaplan; differentiated curriculum; teacher choices

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APA (6th Edition):

Sellers, D. M. (2008). Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733

Chicago Manual of Style (16th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

MLA Handbook (7th Edition):

Sellers, Dena M. “Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions.” 2008. Web. 14 Jul 2020.

Vancouver:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733.

Council of Science Editors:

Sellers DM. Factors influencing teachers' differentiated curriculum and instructional choices and gifted and non-gifted students' self-perceptions. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/195177/rec/2733


Pontifícia Universidade Católica de São Paulo

14. Maria Marcia Mariani Guirardi. Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental.

Degree: 2011, Pontifícia Universidade Católica de São Paulo

O presente estudo discute o processo de recuperação da aprendizagem em escolas públicas do ensino fundamental. O problema norteador foi ―O processo de recuperação da… (more)

Subjects/Keywords: CURRICULO; Currículo; Aprendizagem; Recuperação da aprendizagem; Pedagogia diferenciada; Práticas formativas; Curriculum; Learning; Recovery of learning; Differentiated teaching; Training practices

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APA (6th Edition):

Guirardi, M. M. M. (2011). Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guirardi, Maria Marcia Mariani. “Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental.” 2011. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed July 14, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guirardi, Maria Marcia Mariani. “Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental.” 2011. Web. 14 Jul 2020.

Vancouver:

Guirardi MMM. Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. [cited 2020 Jul 14]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guirardi MMM. Avaliação da recuperação da aprendizagem em escolas públicas do ensino fundamental. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

15. Charamba, Erasmos. The impact of enrichment programs on the performance of gifted science learners .

Degree: 2013, University of South Africa

 In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted… (more)

Subjects/Keywords: Giftedness; Enrichment; Enrichment programs; Gifted science learner; Science education; Academic performance; Pre-test; Differentiated curriculum; Post-test; Experimental group

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APA (6th Edition):

Charamba, E. (2013). The impact of enrichment programs on the performance of gifted science learners . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14261

Chicago Manual of Style (16th Edition):

Charamba, Erasmos. “The impact of enrichment programs on the performance of gifted science learners .” 2013. Masters Thesis, University of South Africa. Accessed July 14, 2020. http://hdl.handle.net/10500/14261.

MLA Handbook (7th Edition):

Charamba, Erasmos. “The impact of enrichment programs on the performance of gifted science learners .” 2013. Web. 14 Jul 2020.

Vancouver:

Charamba E. The impact of enrichment programs on the performance of gifted science learners . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10500/14261.

Council of Science Editors:

Charamba E. The impact of enrichment programs on the performance of gifted science learners . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/14261


University of Michigan

16. Corcoran, Dianne. Literature Based Integrated Unit on Four Ecosystems; With a Focus on Differentiation and Scaffloding Techniques.

Degree: Master's, School of Education and Human Services: Education, 2003, University of Michigan

 The purpose of this thesis is to develop a six-week literature-based project on four ecosystems. This project is integrated through three content areas with a… (more)

Subjects/Keywords: differentiated instruction; curriculum; elementary education; third graders

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APA (6th Edition):

Corcoran, D. (2003). Literature Based Integrated Unit on Four Ecosystems; With a Focus on Differentiation and Scaffloding Techniques. (Masters Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/117688

Chicago Manual of Style (16th Edition):

Corcoran, Dianne. “Literature Based Integrated Unit on Four Ecosystems; With a Focus on Differentiation and Scaffloding Techniques.” 2003. Masters Thesis, University of Michigan. Accessed July 14, 2020. http://hdl.handle.net/2027.42/117688.

MLA Handbook (7th Edition):

Corcoran, Dianne. “Literature Based Integrated Unit on Four Ecosystems; With a Focus on Differentiation and Scaffloding Techniques.” 2003. Web. 14 Jul 2020.

Vancouver:

Corcoran D. Literature Based Integrated Unit on Four Ecosystems; With a Focus on Differentiation and Scaffloding Techniques. [Internet] [Masters thesis]. University of Michigan; 2003. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2027.42/117688.

Council of Science Editors:

Corcoran D. Literature Based Integrated Unit on Four Ecosystems; With a Focus on Differentiation and Scaffloding Techniques. [Masters Thesis]. University of Michigan; 2003. Available from: http://hdl.handle.net/2027.42/117688


Northeastern University

17. Marone, David Andrew. Integrating choice in a differentiated history class.

Degree: EdD, School of Education, 2013, Northeastern University

 Educators in secondary heterogeneously grouped classrooms consistently experience the unique challenge of accommodating a wide-range of diverse learners influenced by a number of factors within… (more)

Subjects/Keywords: differentiated instruction; choice; student engagement; student learning; motivation; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Marone, D. A. (2013). Integrating choice in a differentiated history class. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004892

Chicago Manual of Style (16th Edition):

Marone, David Andrew. “Integrating choice in a differentiated history class.” 2013. Doctoral Dissertation, Northeastern University. Accessed July 14, 2020. http://hdl.handle.net/2047/d20004892.

MLA Handbook (7th Edition):

Marone, David Andrew. “Integrating choice in a differentiated history class.” 2013. Web. 14 Jul 2020.

Vancouver:

Marone DA. Integrating choice in a differentiated history class. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2047/d20004892.

Council of Science Editors:

Marone DA. Integrating choice in a differentiated history class. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20004892


University of South Carolina

18. Westedt, Deanna M. Use of Formative Assessment to Structure Flexible Differentiated Learning Groups: A Pathway to Equity.

Degree: Degree of Doctor of Education in Curriculum and Instruction, Curriculum and Instruction, 2019, University of South Carolina

  The action research contained in this study seeks to identify the impact of formative assessment in the structuring of flexible differentiation in order to… (more)

Subjects/Keywords: Curriculum and Instruction; Early Childhood Education; Education; differentiated learning; English Language Learners; equity; flexible grouping; formative; twice exceptional

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APA (6th Edition):

Westedt, D. M. (2019). Use of Formative Assessment to Structure Flexible Differentiated Learning Groups: A Pathway to Equity. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5651

Chicago Manual of Style (16th Edition):

Westedt, Deanna M. “Use of Formative Assessment to Structure Flexible Differentiated Learning Groups: A Pathway to Equity.” 2019. Doctoral Dissertation, University of South Carolina. Accessed July 14, 2020. https://scholarcommons.sc.edu/etd/5651.

MLA Handbook (7th Edition):

Westedt, Deanna M. “Use of Formative Assessment to Structure Flexible Differentiated Learning Groups: A Pathway to Equity.” 2019. Web. 14 Jul 2020.

Vancouver:

Westedt DM. Use of Formative Assessment to Structure Flexible Differentiated Learning Groups: A Pathway to Equity. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2020 Jul 14]. Available from: https://scholarcommons.sc.edu/etd/5651.

Council of Science Editors:

Westedt DM. Use of Formative Assessment to Structure Flexible Differentiated Learning Groups: A Pathway to Equity. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5651

19. Moreira, Rute Cristina dos Santos Almeida Ferreira. Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso.

Degree: 2017, RCAAP

Atualmente, a diversidade de alunos que frequenta a escolaridade obrigatória, especificamente com Perturbação do Espetro do Autismo (PEA) é uma realidade. Esta implica que a… (more)

Subjects/Keywords: Escola inclusiva; Educação; Educação especial; Perturbação do Espetro do Autismo; Autism Spectrum Disorders; Differentiated curriculum; Inclusive school; Education; Special Needs Education; Diferenciação Curricular; Education

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APA (6th Edition):

Moreira, R. C. d. S. A. F. (2017). Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moreira, Rute Cristina dos Santos Almeida Ferreira. “Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso.” 2017. Thesis, RCAAP. Accessed July 14, 2020. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moreira, Rute Cristina dos Santos Almeida Ferreira. “Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso.” 2017. Web. 14 Jul 2020.

Vancouver:

Moreira RCdSAF. Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso. [Internet] [Thesis]. RCAAP; 2017. [cited 2020 Jul 14]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moreira RCdSAF. Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso. [Thesis]. RCAAP; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Lawson, Dawn M. The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  The aim of this action research study is to determine how differentiated mathematics stations effect student learning. The research question that guided this study… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Differentiated instruction; mathematics stations; student learning

Differentiated Instruction Strengthened by Professional Development................30… …Strategies for Differentiated Instruction… …37 Differentiated Instructional Methods… …38 Differentiated Instruction and ARCS Model of Motivation… …79 xi LIST OF ABBREVIATIONS Differentiated Instruction… 

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APA (6th Edition):

Lawson, D. M. (2018). The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4982

Chicago Manual of Style (16th Edition):

Lawson, Dawn M. “The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 14, 2020. https://scholarcommons.sc.edu/etd/4982.

MLA Handbook (7th Edition):

Lawson, Dawn M. “The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations.” 2018. Web. 14 Jul 2020.

Vancouver:

Lawson DM. The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Jul 14]. Available from: https://scholarcommons.sc.edu/etd/4982.

Council of Science Editors:

Lawson DM. The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4982


University of Southern California

21. Petersen, Terry Jean. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.

Degree: EdD, Education, 2008, University of Southern California

 The purpose of this research study was to compare curriculum designs that best represent the teacher's definition of differentiated curriculum for gifted students and the… (more)

Subjects/Keywords: spill-over effect; differentiated curriculum designs; gifted education; grouping practices; social constructivisim

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APA (6th Edition):

Petersen, T. J. (2008). The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326

Chicago Manual of Style (16th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

MLA Handbook (7th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Web. 14 Jul 2020.

Vancouver:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

Council of Science Editors:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326


University of Arkansas

22. Cunningham, Curtis James. Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom.

Degree: PhD, 2015, University of Arkansas

Differentiated instruction as a philosophical approach to teaching has been around for decades. In recent weeks differentiation has come under fire as being an… (more)

Subjects/Keywords: Education; Differentiated instruction; Differentiation; Elementary education; Gifted education; Teacher support; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching

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APA (6th Edition):

Cunningham, C. J. (2015). Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1298

Chicago Manual of Style (16th Edition):

Cunningham, Curtis James. “Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom.” 2015. Doctoral Dissertation, University of Arkansas. Accessed July 14, 2020. https://scholarworks.uark.edu/etd/1298.

MLA Handbook (7th Edition):

Cunningham, Curtis James. “Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom.” 2015. Web. 14 Jul 2020.

Vancouver:

Cunningham CJ. Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2020 Jul 14]. Available from: https://scholarworks.uark.edu/etd/1298.

Council of Science Editors:

Cunningham CJ. Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1298


Liberty University

23. Knight, Shannon. The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools.

Degree: 2016, Liberty University

 The purpose of this quantitative multivariate correlational study was to determine if there is a significant relationship between a general education teacher’s perception of learner… (more)

Subjects/Keywords: Differentiated Instruction; Differentiation; Learning Profiles; Learning Styles; Least Restrictive Environment; Students with Disabilties; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Knight, S. (2016). The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1141

Chicago Manual of Style (16th Edition):

Knight, Shannon. “The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools.” 2016. Doctoral Dissertation, Liberty University. Accessed July 14, 2020. http://digitalcommons.liberty.edu/doctoral/1141.

MLA Handbook (7th Edition):

Knight, Shannon. “The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools.” 2016. Web. 14 Jul 2020.

Vancouver:

Knight S. The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Jul 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1141.

Council of Science Editors:

Knight S. The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1141

24. Marks, Cynthia A. Moving To A District Balanced Literacy Program: A Change Leadership Plan.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two… (more)

Subjects/Keywords: Balanced Literacy Framework; Junior High; Reading; Differentiated Learning; Reading Methodology; Reading Skills; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Marks, C. A. (2016). Moving To A District Balanced Literacy Program: A Change Leadership Plan. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/179

Chicago Manual of Style (16th Edition):

Marks, Cynthia A. “Moving To A District Balanced Literacy Program: A Change Leadership Plan.” 2016. Doctoral Dissertation, National-Louis University. Accessed July 14, 2020. http://digitalcommons.nl.edu/diss/179.

MLA Handbook (7th Edition):

Marks, Cynthia A. “Moving To A District Balanced Literacy Program: A Change Leadership Plan.” 2016. Web. 14 Jul 2020.

Vancouver:

Marks CA. Moving To A District Balanced Literacy Program: A Change Leadership Plan. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Jul 14]. Available from: http://digitalcommons.nl.edu/diss/179.

Council of Science Editors:

Marks CA. Moving To A District Balanced Literacy Program: A Change Leadership Plan. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/179


Seton Hall University

25. Burns, John P. An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2005, Seton Hall University

. Advisors/Committee Members: Elaine Walker, James Caulfield, Suzanne Jacobus.

Subjects/Keywords: Education; Heterogeneous grouping; Differentiated Instruction; Middle school; High school; Curriculum; Achievement; Curriculum and Instruction

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APA (6th Edition):

Burns, J. P. (2005). An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/184

Chicago Manual of Style (16th Edition):

Burns, John P. “An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement.” 2005. Doctoral Dissertation, Seton Hall University. Accessed July 14, 2020. https://scholarship.shu.edu/dissertations/184.

MLA Handbook (7th Edition):

Burns, John P. “An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement.” 2005. Web. 14 Jul 2020.

Vancouver:

Burns JP. An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement. [Internet] [Doctoral dissertation]. Seton Hall University; 2005. [cited 2020 Jul 14]. Available from: https://scholarship.shu.edu/dissertations/184.

Council of Science Editors:

Burns JP. An Analysis Of The Implementation Of Differentiated Instruction In A Middle School And High School And The Effects Of Implementation On Curriculum Content And Student Achievement. [Doctoral Dissertation]. Seton Hall University; 2005. Available from: https://scholarship.shu.edu/dissertations/184


Liberty University

26. DeLozier, Cynthia. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners.

Degree: 2014, Liberty University

 This qualitative hermeneutical phenomenological study was designed to describe general education elementary teachers' perceptions of effective instructional strategies, methods, and models of instruction to enhance… (more)

Subjects/Keywords: Cognitive Academic Language Proficiency; Cooperative Learning; Differentiated Instruction; English Language Learner; Sheltered Instruction Operation Protocol (SIOP); Vocabulary; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Educational Methods; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

DeLozier, C. (2014). A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/847

Chicago Manual of Style (16th Edition):

DeLozier, Cynthia. “A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners.” 2014. Doctoral Dissertation, Liberty University. Accessed July 14, 2020. http://digitalcommons.liberty.edu/doctoral/847.

MLA Handbook (7th Edition):

DeLozier, Cynthia. “A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners.” 2014. Web. 14 Jul 2020.

Vancouver:

DeLozier C. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Jul 14]. Available from: http://digitalcommons.liberty.edu/doctoral/847.

Council of Science Editors:

DeLozier C. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/847


University of Toledo

27. Ariss, Laila Diane. Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom.

Degree: PhD, Curriculum and Instruction: Secondary Education, 2017, University of Toledo

 This case study explores the different approaches to teaching inside a differentiated instruction classroom. The research will be conducted at a college preparatory high school… (more)

Subjects/Keywords: Curriculum Development; Educational Theory; Higher Education; Instructional Design; Mathematics; Mathematics Education; Curricula; Education; Differentiated Instruction; Mathematics Classroom; Learning style; Learning Profile; Content; Assessment; Process; Product; ATLAS-ti; Quantitative Research; Qualitative Research; Mixed Method Approach; Data; Frequency Table; Median; Data Analysis; Instructional Strategy

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APA (6th Edition):

Ariss, L. D. (2017). Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313

Chicago Manual of Style (16th Edition):

Ariss, Laila Diane. “Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom.” 2017. Doctoral Dissertation, University of Toledo. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

MLA Handbook (7th Edition):

Ariss, Laila Diane. “Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom.” 2017. Web. 14 Jul 2020.

Vancouver:

Ariss LD. Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom. [Internet] [Doctoral dissertation]. University of Toledo; 2017. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

Council of Science Editors:

Ariss LD. Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom. [Doctoral Dissertation]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313

28. Johnson, William. A Multiple Case Study Investigating the Influence of Homeschool Parents' Perceptions of Success on the Learning Environment.

Degree: 2014, Liberty University

 The purpose of this instrumental multiple case study was to understand how a select group of homeschool parents in the U.S. defines success as it… (more)

Subjects/Keywords: differentiated instruction; homeschool; sociocultural theory; success; Curriculum and Instruction; Education; Educational Methods

…on the 15 learning environment. Having used concepts inherent in differentiated… …2006; Tieso, 2004), I used differentiated instruction as the conceptual framework for… …sociocultural theory and Tomlinson’s (2001) methodology of differentiated instruction place… …differentiated instruction includes the three areas of content, process, and product, and the three… …x29; ideas about differentiated instruction and the treatment of children as unique… 

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APA (6th Edition):

Johnson, W. (2014). A Multiple Case Study Investigating the Influence of Homeschool Parents' Perceptions of Success on the Learning Environment. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/910

Chicago Manual of Style (16th Edition):

Johnson, William. “A Multiple Case Study Investigating the Influence of Homeschool Parents' Perceptions of Success on the Learning Environment.” 2014. Doctoral Dissertation, Liberty University. Accessed July 14, 2020. http://digitalcommons.liberty.edu/doctoral/910.

MLA Handbook (7th Edition):

Johnson, William. “A Multiple Case Study Investigating the Influence of Homeschool Parents' Perceptions of Success on the Learning Environment.” 2014. Web. 14 Jul 2020.

Vancouver:

Johnson W. A Multiple Case Study Investigating the Influence of Homeschool Parents' Perceptions of Success on the Learning Environment. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Jul 14]. Available from: http://digitalcommons.liberty.edu/doctoral/910.

Council of Science Editors:

Johnson W. A Multiple Case Study Investigating the Influence of Homeschool Parents' Perceptions of Success on the Learning Environment. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/910

29. Sparks, Carla L, Dr. Impact Of Single Gender Programs On Achievement, Attendance, Discipline, And Character: A Program Evaluation Project.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  The instance of single gender education in American public schools has risen since the 2006 amendments to Title IX permitting public schools to separate… (more)

Subjects/Keywords: Single Gender Education; Gender Differentiated Instruction; Gender Achievement Gap; Academic Achievement; Character Development; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration; Gender Equity in Education; Urban Education

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APA (6th Edition):

Sparks, Carla L, D. (2015). Impact Of Single Gender Programs On Achievement, Attendance, Discipline, And Character: A Program Evaluation Project. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/423

Chicago Manual of Style (16th Edition):

Sparks, Carla L, Dr. “Impact Of Single Gender Programs On Achievement, Attendance, Discipline, And Character: A Program Evaluation Project.” 2015. Doctoral Dissertation, National-Louis University. Accessed July 14, 2020. https://digitalcommons.nl.edu/diss/423.

MLA Handbook (7th Edition):

Sparks, Carla L, Dr. “Impact Of Single Gender Programs On Achievement, Attendance, Discipline, And Character: A Program Evaluation Project.” 2015. Web. 14 Jul 2020.

Vancouver:

Sparks, Carla L D. Impact Of Single Gender Programs On Achievement, Attendance, Discipline, And Character: A Program Evaluation Project. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2020 Jul 14]. Available from: https://digitalcommons.nl.edu/diss/423.

Council of Science Editors:

Sparks, Carla L D. Impact Of Single Gender Programs On Achievement, Attendance, Discipline, And Character: A Program Evaluation Project. [Doctoral Dissertation]. National-Louis University; 2015. Available from: https://digitalcommons.nl.edu/diss/423

30. Kurz, Alexander. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.

Degree: PhD, Special Education, 2011, Vanderbilt University

 For purposes of this study, I developed an OTL measurement tool called the Instructional Learning Opportunities Guidance System (MyiLOGS) to quantify the extent to which… (more)

Subjects/Keywords: Opportunity-to-learn; intended curriculum model; differentiated opportunity structure; validity; equality; access

…with disabilities experience a differentiated opportunity to learn the intended curriculum… …LIST OF FIGURES FIGURE 1 The Intended Curriculum Model for General Education 4 FIGURE… …2 The Intended Curriculum Model for Special Education 11 FIGURE 3 The Instructional… …students with disabilities have the opportunity to learn the intended curriculum as measured by… …instructional indicators of the enacted curriculum. The findings of this study have implications for… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kurz, A. (2011). Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;

Chicago Manual of Style (16th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed July 14, 2020. http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;.

MLA Handbook (7th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Web. 14 Jul 2020.

Vancouver:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Jul 14]. Available from: http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;.

Council of Science Editors:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;

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