Dwarte, MarquisCoit, TammiTohn, Beth2019-07-082019-07-082019-07http://hdl.handle.net/11603/14352The 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.52 pagesen-USThis 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 archives@goucher.edu.Attribution-NonCommercial-NoDerivs 3.0 United StatesDifferentiated Instructional StrategiesDifferentiationDifferentiated Instruction - Secondary EnglishDifferentiated Instruction OutcomesDifferentiated Instruction - 21st century skillsDifferentiated Instruction - Four CsEducation -- Research papers (Graduate).Text