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Felicia D. Fordyce – ProQuest LLC, 2021
A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom.…
Descriptors: Elementary School Teachers, Teacher Attitudes, Individualized Instruction, Program Implementation
Sarah R. Powell; Katherine A. Berry; Anasazi N. Acunto; Anna-Maria Fall; Greg Roberts – Grantee Submission, 2022
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (n = 76) were randomly assigned to word-problem intervention (n = 56)…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Small Group Instruction, Intervention
Faulkner, Jennifer H. – ProQuest LLC, 2013
As evidenced by the poor mathematics performance in American schools, specifically in the school district in the current study, providing identical educational opportunities for diverse students does not necessarily increase academic achievement for everyone. Differentiation is an instructional method that has been found to be successful in…
Descriptors: Elementary School Students, Elementary School Teachers, Grade 3, Grade 4
Wall, Patricia T. C. – ProQuest LLC, 2012
It is the moral responsibility of educators to work diligently to provide every student with rich, challenging coursework in efforts to prepare them for post high school careers and education. The use of common formative assessments provides teachers with the valuable, timely information they need to make instructional decisions that will better…
Descriptors: Formative Evaluation, Academic Achievement, Mathematics Achievement, Case Studies