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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWhite, Dwayne Matthewen
dc.date.accessioned2016-04-12T13:20:23Z
dc.date.available2016-04-12T13:20:23Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9299en
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.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshAbility grouping in education.en
dc.subject.lcshEducation, Primary.en
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
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Eric Brunsell; Stephanie McGinnis.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage41en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage22en


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