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dc.contributor.authorHumbert, Meghan
dc.contributor.programMasters of Educationen_US
dc.descriptionTo see paper in its entirety contact or call (410)337-6075.en_US
dc.description.abstractThe purpose of this study was to determine whether differentiated instruction techniques with a concentration on formative assessment would positively affect the achievement of eleventh grade students in a co-taught English class. To examine the effectiveness of differentiated instruction techniques with a concentration on formative assessment, this study utilized the pre-test/post-test quasi-experimental design. The treatment, the use of differentiated instruction techniques, took place over four class periods on an A/B day schedule. No significant improvement was observed based on the pre/post test results; therefore, the hypothesis was rejected. Future research is recommended using a prolonged period of time and varieties of units of study.en_US
dc.format.extent40 p.en_US
dc.genreaction research papersen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshEducational evaluation -- Research
dc.subject.lcshIndividualized instruction -- Research
dc.titleThe Effects of Differentiated Instruction Techniques with a Concentration on Formative Assessment on an Eleventh grade Co-taught Classroomen_US

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