Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWhite, Dwayne Matthewen
dc.description.abstractStudents have varying backgrounds and learning abilities. One philosophy of education, differentiated instruction, seeks to meet this diversity of student needs by offering a variety of learning tasks. In this article, the author examines what differentiated instruction is, how it may be incorporated, and reflects on the data gathered from an elementary school classroom -- primarily looking for impacts on student perceptions, engagement, and learning.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshAbility grouping in educationen
dc.subject.lcshEducation, Primaryen
dc.titleDifferentiated instruction in the science classroom : student perception, engagement, and learningen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Dwayne Matthew White.en
thesis.catalog.ckey2951966en, Graduate Committee: Eric Brunsell; Stephanie McGinnis.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.