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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorKinsberg, Batya Renaen
dc.date.accessioned2013-06-25T18:43:39Z
dc.date.available2013-06-25T18:43:39Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1641en
dc.description.abstractThis study examined the effects of differentiating instruction in a sixth grade earth science classroom. During three lessons within one unit of study, tiered instructional materials were utilized and students were assigned to tiered learning groups. Likert-style surveys, student interviews, teacher observations, open-ended survey questions and unit test scores were used to collect data about the impact on student achievement, engagement and attitudes. Journal entries and teacher observations were used to determine how differentiating instruction impacted the teacher. Differentiating instruction improved the achievement of previously low-achieving students, but had mixed results for other students. Student attitudes were more negative following differentiated instruction. This treatment has mixed effects on student engagement and on the teacher.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshEarth sciencesen
dc.subject.lcshMixed ability grouping in educationen
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of differentiating instruction in a mixed-ability middle school science classen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Batya Rena Kinsbergen
thesis.catalog.ckey1970201en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Lisa Brownen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage111en
mus.relation.departmentMaster of Science in Science Education.en_US


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