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Tesis sobre el tema "Differentiated learning instruction strategy"

Autor: Grafiati

Publicado: 7 de junio de 2025

Última modificación: 2 de agosto de 2025

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1

Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

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Hensley, Nikki. "Teacher Perceptions of Blended Learning to Support 21st Century Learners." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3821.

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The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students throu

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3

Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.

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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.

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4

Carr-White, Nicola. "Towards an evidence-informed differentiated learning consolidation process to support classroom instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2421.

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Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and imp

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5

Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.

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6

Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.

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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to

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7

Langley, M. L. "Secondary English Teachers' Perceptions of Differentiated Instruction for Limited English Proficient Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/496.

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In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualita

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8

Lunsford, Kristin Joy. "Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5021.

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Implementing differentiated instruction in classrooms with students who have mixed skill levels often results in teachers facing many challenges. The purpose of this qualitative case study was to explore social studies teachers' perceptions of the challenges they faced when implementing differentiated instruction in classrooms with mixed skill levels and what teachers perceived they needed to help overcome these challenges. This project study was guided by the conceptual frameworks of constructivism from Piaget and Bruner along with the theoretical framework of Vygotsky's zone of proximal deve

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9

McMillan, Andrea. "The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/871.

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Self-efficacy beliefs, a component of Bandura's social cognition theory, provided the basis for this study of teachers' participation in professional learning. Training and positive experiences increase teacher efficacy, or the level of effort and persistence educators are willing to exert as they teach. The purpose of this quantitative study was to examine the relationship between teachers' participation in differentiated instruction (DI) in-service opportunities and teachers' knowledge and frequency of use of DI. It was hypothesized that middle school teachers' levels of DI training would be

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10

Sabb-Cordes, Morelisa Lakisha. "Teachers' Perceptions of Differentiated Learning for At-Risk Second-Grade Students in Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2271.

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Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face

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11

Dobrovolskytė, Sandra. "The European language portfolio and strategy instruction." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_174237-99694.

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The European Language Portfolio (ELP) is a new tool in the foreign language learning process. It is a document in which those who are learning or have learned a language can record the progress and outcomes in their language learning experiences. Learning strategies cannot be separated from use of the ELP as they are special thoughts or behaviours that individuals use to help them comprehend and learn new information. The present research paper attempts at analysing the European Language Portfolio use in terms of the application of learning strategies and we do that by presenting the ELP as

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12

Vaughn, Elizabeth Susan. "A study contrasting differentiated and cooperative learning styles and their relationship to motivation of K-5 students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002vaughne.pdf.

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13

Itwaru, Poorandai. "Teachers' Understanding of Culturally and Linguistically Differentiated Instruction for English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3613.

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A large school district in the northeastern United States struggled with teaching middle school English Language Learners (ELLs) to succeed in reading and writing. The purpose of this qualitative study was to investigate teachers' perceptions regarding what they could do to increase academic achievement for ELLs. The conceptual framework emerged from Weimer's learning-centered teaching, which aligns with Dewey's social constructivism. Ten purposefully sampled teachers agreed to be interviewed in the attempt to answer the research questions about instructional strategies teachers believed were

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14

Calway, Bruce Alexander, and mikewood@deakin edu au. "Rethinking a learning environment strategy." Deakin University. School of Educatrion, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060914.151947.

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I have committed a significant period of time (in my case five years) to the purpose development of learning environments, with the belief that it would improve the self-actualisation and self-motivation of students and teachers alike. I consider it important to record and measure performance as we progressed toward such an outcome. Education researchers and practitioners alike, in the higher (university/tertiary) education systems, are seeking among new challenges to engage students and teachers in learning (James, 2001). However, studies to date show a confusing landscape littered with a mu

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15

Chan, Ting-man Samuel. "Fostering process approach to Chinese writing through cognitive strategy instruction." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278308.

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16

Knupp, Kayla, Edward J. Dwyer, Stacey J. Fisher, LaShay Jennings, Renee Rice Moran, and Huili Hong. "The Word Builder Kit: A Strategy for Learning Onsets and Rimes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3375.

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Even the best readers encounter words not instantaneously recognised. Consequently, competence in using effective and efficient word identification strategies is essential for fluent reading. We focus on an important word identification competency: application of knowledge of onsets and rimes for identifying words not known instantaneously. The authors propose that direct instruction in applying knowledge of onsets and rimes, as part of a balanced contextualised literacy program, can play a key role in fostering substantial growth in reading achievement.

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17

Alzahrani, Ibrahim. "Exploring the effects of language learning strategy instruction on Saudi EFL college students' strategy awareness and proficiency." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/415533/.

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This study investigates the effects of language learning strategy (LLS) instruction on Saudi college students learning English as a foreign language (EFL). It explores the effects of strategy instruction on the students’ strategy awareness and language proficiency. A total of 197 college students in their first year participated in the study. They were divided into an experimental group, who received explicit strategy instruction in Arabic for two months, and a control group, who did not receive any explicit strategy instruction. To collect data, four research instruments were utilized, garner

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18

Rashed, Warda Ali Salem. "The impact of vocabulary learning strategy instruction on Libyan EFL teachers and learners." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/620466/.

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This study examines the impact of the teachability of vocabulary learning strategies (VLSs) on Libyan EFL teachers and students at university level. It investigates the extent to which instructing language teachers in how to integrate strategic intervention into regular classes impacts upon teachers’ and students’ use, promotion of the use, and perceptions of usefulness of vocabulary learning strategies. The empirical research in this area has been very limited, and the vast majority of studies have centred around examining the influence of strategy instruction on language learners’ achievemen

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19

安藤, 史高, та Fumitaka ANDO. "教師による方略教授と方略使用との関連に自律性の及ぼす影響". 名古屋大学大学院教育発達科学研究科, 2002. http://hdl.handle.net/2237/3128.

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Chan, Ting-man Samuel, and 陳定文. "Fostering process approach to Chinese writing through cognitive strategy instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961460.

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21

Strachan, Olivean. "The Impact of a Multifaceted Intervention on student Math and ELA Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/333.

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Closing the achievement gaps in mathematics and English language arts (ELA) is an ongoing challenge for most New York City Public school administrators. One New York school experiencing this problem implemented a broad intervention including (a) the Children First Intensive (CFI) program, which includes using data to inform instructional and organizational decision-making; (b) added baseline and post assessments; and (c) differentiated instruction including student conferences. The effects of the intervention had not been evaluated within the context of implementation. The purpose of this quan

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22

Kaback, Suzanne. "Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/KabackS2003.pdf.

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23

Liao, Hui-Chuan. "Effects of Cooperative Learning on Motivation, Learning Strategy Utilization, and Grammar Achievement of English Language Learners in Taiwan." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/329.

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To examine the effects of cooperative learning on EFL students in Taiwan, a 12-week quasi-experimental pretest-posttest comparison group research study was designed. Two college classes (42 students each) in Taiwan participated in the study, one receiving grammar instruction through cooperative learning and the other through whole-class teaching. Three specific research questions guided the study. The first looked at effects of cooperative learning on motivation, the second on out-of-class strategy use, and the third on grammar achievement. Additional exploratory questions examined these resul

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24

Jozwik, Sara L. "Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities." Thesis, Illinois State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722749.

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<p> In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language sup

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25

Wright, Kier Heng Gail, and 麥雅卿. "Metacognitive strategy instruction: effects on mathematical problem solving in adolescents with moderate learningdifficulty." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956956.

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26

Straub, Carrie. "The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5520.

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This study investigates the effects of self-regulated strategy development (Harris, Graham, & Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across partic

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27

Bozorgian, Hossein. "Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54724/1/Hossein_Bozorgian_Thesis.pdf.

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Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehens

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Shackelford, Russell L. "The impact of construct schema feedback messages on looping strategy selection and program correctness." Diss., Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/12451.

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McNeill, Andrea Lynn. "The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/28888.

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Research in the area of multimedia instruction has yielded results that indicate that learning is better when verbal information is presented auditorily instead of visually (i.e. modality effect) and when redundant on-screen text is removed from the instructional environment (i.e. redundancy effect). The present study aimed to extend these findings by exploring the effects of presentation modality and redundancy of verbal information on students' ability to apply and recall a historical inquiry strategy. Fifty-six students were randomly assigned to three treatment groups, which differed accor

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Lee, Chun-wah. "Effects of cognitive strategy instruction on reading comprehension for academically low achieving students." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185189.

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Daniel, Gretchen Elisabeth. "Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054670621.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 143 p. Includes bibliographical references. Available online via OhioLINK's ETD Center

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Hui, Wu-on Louise. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.

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Tang, Pui-han, and 鄧佩嫻. "The effects of cognitive strategy instruction on conceptual understanding and conceptions of learning for junior secondarystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961939.

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Maher, Sheila. "Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2709/.

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Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to

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35

Sundeen, Todd. "THE EFFECT OF PREWRITING STRATEGY INSTRUCTION ON THE WRITTEN PRODUCTS OF HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3668.

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ABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning disabilities enter their ninth year of school with a performance gap of 4 to 5 years placing their equivalent lear

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36

Tang, Pui-han. "The effects of cognitive strategy instruction on conceptual understanding and conceptions of learning for junior secondary students." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706306.

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Harris, Shannon K. "The Effects of Teaching Prefix Meaning and a Strategy to Derive Word Meaning on a Prefix Vocabulary Test and Sentence Comprehension Test for Middle School Students with Learning Disabilities." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/825.

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Previous researchers have concluded that there is a need for determining how vocabulary instruction effects vocabulary comprehension and reading comprehension for young learners. Researchers have implemented morphemic strategies in various studies to identify effective methods for vocabulary instruction. In the present study, four prefixes were taught to students with disabilities to extend vocabulary research by using a morphological approach with a focus on prefix instruction. In addition students were taught how to combine the meaning of a prefix to the meaning of a root word. Data patt

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Wu, Yong-Ling, and 吳詠翎. "Effects of Differentiated Instruction on Eighth Graders’ Learning Outcomes in English." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/32vhgv.

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碩士<br>國立清華大學<br>課程與教學碩士在職專班<br>106<br>This study examined effects of Differentiated Instruction (DI) on eighth graders’ learning outcomes in English, including the learnig achievement, the learning motivation and eighth graders’ response toDI. The participants consisted of 30 eighth graders in the experimental group with DI and 30 eighth graders in the control group with whole group teaching. The experiment lasted for six weeks in a junior high school in Hsinchu County. The measuring instruments included an English achievement test designed by the researcher and an English learning motivation

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Weng, Hui-Ting, and 翁惠婷. "The Effect of Differentiated Instruction on Fifth Graders’ English Learning Achievement and Learning Attitude." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/00990352470022799643.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>103<br>This research aims to investigate whether differentiated instruction, as compared to traditional teaching, are helpful for 5th grade EFL learners to improve their language achievement and learning attitudes. Two fifth grade classes from northern Taiwan took part in this quasi-experimental study. Twenty-eight students were taught with English differentiated instruction (experimental group) and twenty-six were taught with traditional English teaching (control group). The experimental instruction lasted for seven weeks, three times a week. The experimen

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40

Chang, Ying-Lan, and 張英嵐. "A Case Study of Differentiated Instruction for the Recorder Learning of Ninth Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/erbbgk.

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碩士<br>國立臺灣師範大學<br>音樂學系<br>107<br>The main purpose of this study is to explore the effect on recorder learning of ninth graders by teaching with differentiated instruction. The researcher designed the course based on Carol Tomlinson’s theory to teach students with different levels how to play the recorder. The course was carried out in six weeks, and the teaching method adopted was popular songs. Eighty-four ninth graders of junior high school in New Taipei City were selected as the participants of this study. By analyzing the assessments of students on playing the recorder, the feedback she

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HUANG, MEI-FANG, and 黃美芳. "Action Research on Using Differentiated Instruction to Strengthen Vocational High School Students’ English Learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/t4mbej.

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碩士<br>國立臺北科技大學<br>技術及職業教育研究所<br>107<br>12-year Compulsory Education was implemented in Taiwan in 2014. The successful implementation of the compulsory education will be highly dependent on the efforts of the middle school teachers, since it is the teachers that are going to adapt themselves to the needs of the students in a classroom existing with different levels of abilities and learning styles. The study aimed to explore how much the differentiated instruction can do to help strengthen vocational high school students’ English learning. The approach of this study was action research, and the

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42

CHEN, I. CHUN, and 陳宜君. "Differentiated Instruction Using Digital Game-based Learning on Chinese Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/vg84f5.

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碩士<br>淡江大學<br>教育科技學系數位學習在職專班<br>106<br>The purpose of this study was to investigate the effect of differentiated instruction involving digital game-based learning on the Chinese learning attitudes and outcomes of junior high students. The experimental group comprised a class using digital game-based learning, whereas the control group comprised a class using conventional learning methods involving worksheet. We also investigated the effects of the two teaching methods on the learning attitudes and outcomes of low-, mid-, and high-achieving students.The study applied a quasi-experimental design

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LIN, YI-LUN, and 林怡綸. "The Study of Implementing Differentiated Instruction on Junior High School Students’ English Learning Attitude and English Learning Achievement." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/887b2q.

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碩士<br>國立臺南大學<br>教育學系課程與教學教學碩士班<br>108<br>The purpose of this is to explore the influences of implementing differentiated Instruction on English learning attitudes and English learning achievement for 8th graders. A quasi-experiment design, nonequivalent pretest-posttest control group was used for the study. Two classes of the 8th graders from a junior high school in Miaoli County, amounts to 33 objects of this study, were assigned to the experimental group and the control group. The experimental instruction which totals 32 classes in all lasted for eight weeks. The data were collected through

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LO, CHIEH-FANG, and 羅捷方. "The Effect of Differentiated Instruction of Sixth Grade Students’ English Reading Achievement and Learning Interest." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/faz55q.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>107<br>This research aims to investigate whether differentiated instruction is helpful for 6th grade English as a foreign language learners to improve their English reading achievement and learning interest. Two 6th grade classes, 25 students each, from Taoyuan City took part in this quasi-experimental study. One class, served as the experimental group, was taught with differentiated instruction, and the other, the control group, was taught with conventional teaching method. The experimental instruction lasted for eight weeks, two times a week. An “English Read

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45

Wells, Alison. "Inquiry-based learning: fact or fallacy?" 2011. http://hdl.handle.net/1993/4743.

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Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used

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Mou, Hsiao-Ping, and 牟筱萍. "The Effects of English Learning Achievement and English Learning Motivation of Applying APP to Differentiated Instruction on Sixth Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/m26pvw.

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碩士<br>臺北市立大學<br>學習與媒材設計學系課程與教學碩士學位在職專班<br>107<br>The single-group experimental study aims to examine the effectiveness of applying APP to differentiated instruction on 6th graders’ English learning achievement and English learning motivation. One hundred and eight 6th graders with different levels participated in this study, one hundred and twenty minutes per week for 6 weeks. The quantitative data were collected via pre- and posttests of English learning achievement test and English learning motivation scale. The final and midterm assessment of school were also collected to examine 6th grader

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Lee, Ju-Chen, and 李茹楨. "A study of Development of English Learning of Management System Based on Differentiated Instruction and TBL." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/c8a498.

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碩士<br>臺北市立大學<br>資訊科學系碩士在職專班<br>107<br>English is the most important international language, so almost every elementary school launches English courses as early as possible, from first grade to third grade. In addition, there are many cram schools providing English learning for the learners of K-12. Different English learning opportunities causes divergent English proficiency of learners’ in elementary schools. Therefore, serious bimodal distribution of English proficiency appears in Taiwan. How to offer individual learning for divergent English abilities is an important task for educationist.

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Hsin, Pan Li, and 潘莉欣. "The Application of Mastery Learning and Differentiated Instruction on Seventh-grade EFL Learners' Listening and Reading Comprehension." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/43383455260964130570.

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碩士<br>南臺科技大學<br>應用英語系<br>105<br>This study focuses on improving seventh-grade EFL students’ listening and reading skills through the application of mastery learning and differentiated instruction. The specific purposes were divided into three parts: (1) To investigate whether the mastery learning and differentiated instruction strategies of the remedial program is effective in assisting students’ language learning. (2) To compare the participating students' learning motivation before and after the remedial program. (3) To examine the participants’ perceptions of the remedial instruction. Five

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CHANG, PI-FEN, and 張碧芬. "A Study of Integrating Digital Materials into Differentiated Cooperative Instruction on Junior High Students’ English Learning Effectiveness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/y4827p.

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碩士<br>康寧大學<br>數位應用研究所<br>106<br>With the coming of global village and the era of information technology, students’ English ability has a lot to do with their expansion of the international view and the competitiveness in the future. The double-peak phenomenon of English learning situation has become the main problem among junior high schools. In order to take the individual differences of learning into account, the 12-year Compulsory Education advocates to activate English learning and shorten the double-peak gap by applying the technology to the multiple and differentiated teaching. Therefore

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CHANG, JU-HAN, and 張如漢. "An Action Study on Applying Differentiated Instruction Strategies on Learning Performance of Math Underachieving Fifth-Grade Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/48hb5b.

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碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士班<br>107<br>This study aimed at applying differentiated instructions strategy to enhance fifth graders’math learning performance by delivering different contents and teaching methods to individuals based on students’ learning status and needs. The research has been conducted and lasted for sixteen weeks,thirty-two classes,and sixty-four hours as a whole. The researcher, as a teacher, based on students,learning status and needs to design different curriculum and set goals which are trying to make everyone in the class be able to learn well. For better gain research

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