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ERIC Number: ED635038
Record Type: Non-Journal
Publication Date: 2023
Pages: 128
Abstractor: As Provided
ISBN: 979-8-3796-1811-7
ISSN: N/A
EISSN: N/A
Differentiated Mathematics Instruction: A Case Study of Elementary Differentiated Instruction in a Tutoring Program
Frantz, Jillian Jane
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
This study aimed to identify the perceptions of differentiated mathematics instruction among educators in an inner-city tutoring program. The researcher conducted this study in a private tutoring program that works with a Title 1, struggling school in a large metropolitan city. Qualitative research methods were applied to identify perceptions among educators considering their role, students' perceived perceptions, differentiation methods, strengths, and weaknesses. The study emphasized many academic and social-emotional advantages to differentiated instruction while addressing the major challenge of additional educator workload. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A