The Impact of Differentiated Instruction Strategies on the Academic Outcomes of Secondary English Students
MetadataShow full item record
Type of Work52 pages
action research papers
DepartmentGraduate Programs in Education
ProgramMasters of Education
RightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email email@example.com.
Attribution-NonCommercial-NoDerivs 3.0 United States
SubjectsDifferentiated Instructional Strategies
Differentiated Instruction - Secondary English
Differentiated Instruction Outcomes
Differentiated Instruction - 21st century skills
Differentiated Instruction - Four Cs
Education -- Research papers (Graduate).
The purpose of this study was to determine whether or not differentiated instruction improves outcomes for secondary level students in English Language Arts. The measurement tool was a district-created pre/posttest assessment instrument. During the study, treatment and control classes completed a lesson on characterization using the William Golding novel, Lord of the Flies. The treatment group participated in a differentiated, interactive lesson designed for diverse learning styles and multiple entry points. Using a t-test analysis, the study compared the difference in growth means between the treatment and control groups, and results indicated no statistically significant difference in the assessment outcomes. Instructor-reported improvements in student engagement suggest that differentiation may contribute to positive classroom climate which has been connected to improved performance. Further research on differentiation at the secondary level is recommended because differentiated instruction strategies support educational needs for more dynamic frameworks that prepare students for 21st century global citizenship.
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
Showing items related by title, author, creator and subject.
Poro, Lindsey (2014-05)This quasi-experimental pre-test/post-test design study analyzed the impact of differentiating instruction through Readers’ Theater on the reading fluency progression of second graders. Readers’ Theater was used as an ...
The Differential Effects of Direct and Embedded-Skill Academic Vocabulary Instruction Among Community College Students in Developmental Reading Courses Lassen, Lindsay (2014-07)The purpose of the study was to determine an effective method of teaching academic vocabulary acquisition skills to community college students enrolled in developmental reading courses. The measurement tool for this study ...
Berchielli, Jessica M. (2010-05)The purpose of this study was to determine if differentiated instruction will help increase achievement by students in ninth grade high school English classes. Using an experimental quantitative design, this study followed ...