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Implementation Practices of Differentiated Instruction in the Upper Elementary and Middle School Math Classroom: A Discovery through Grounded Theory
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Bloom, Rachel Marie – ProQuest LLC, 2010
The goal in differentiating instruction in mixed-ability classrooms is to maximize each student's learning potential. The mixed ability classroom serves learners with a wide range of academic abilities, learning styles, background knowledge, home support, and English language skills. This grounded theory research study examines the dynamics of the…
Descriptors: Grounded Theory, Constructivism (Learning), Multiple Intelligences, Teacher Collaboration