Differentiation in elementary classrooms

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Publication Type honors thesis
School or College College of Education
Department Elementary Education
Faculty Mentor Andrea Rorrer
Creator Maxwell, Netanya Elise
Title Differentiation in elementary classrooms
Year graduated 2014
Date 2014-04
Description In conjunction with the Utah Educational Policy Research center and under the supervision of Dr. Andrea Rorrer, this paper examines the current research surrounding differentiation in public elementary school (K-5) classrooms in the United States. This paper will seek to find a clear, singular definition of differentiation, including means by which teachers may differentiate. This will encompass differentiation of content (what students are learning), process (how students are being taught) and product (how students demonstrate what they have learned). It will also explore the benefits, challenges, and weaknesses for students, teachers and administrators. Areas for potential future research and gaps in current research will also be explored. In order to help educators and administrators determine if instruction is well-differentiated, an evaluation matrix has been created.
Type Text
Publisher University of Utah
Subject Individualized instruction; Mixed ability grouping in education; Education; Elementary
Language eng
Rights Management (c) Netanya Elise Maxwell
Format Medium application/pdf
Format Extent 313,667 bytes
Permissions Reference URL https://collections.lib.utah.edu/details?id=1278845
ARK ark:/87278/s6t473bq
Setname ir_htoa
Date Created 2016-11-03
Date Modified 2020-05-01
ID 205898
Reference URL https://collections.lib.utah.edu/ark:/87278/s6t473bq
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