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dc.contributor.authorBrown, Katherine Backes
dc.date.accessioned2014-03-04T20:23:34Z
dc.date.available2014-03-04T20:23:34Z
dc.date.issued2011-12
dc.identifier.otherbrown_katherine_b_201112_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd
dc.identifier.urihttp://hdl.handle.net/10724/27673
dc.description.abstractThe purpose of this study was to examine teacher experiences through implementation of process skill development and differentiation practices into regular education classrooms. Three third grade teachers were provided with a variety of professional learning opportunities surrounding the implementation of these practices. This multiple case study design collected data through interviews, observations, and journals from both the researcher and participants. This study focused on how differentiation strategies and process skills were implemented with all learners, but paid special attention to how teachers utilized strategies to meet the needs of learners who demonstrated mastery or advanced abilities in a particular curriculum area. Teacher experience was analyzed by examining teacher processes, external factors that affected implementation, and perceptions of teachers as they implemented differentiation and process skill development.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectdifferentiation, process skill development, professional learning
dc.titleExploring teacher implementation of differentiation practices and process skill development in elementary classrooms
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorThomas Hebert
dc.description.committeeThomas Hebert
dc.description.committeeMark Vagle
dc.description.committeeSally Reis
dc.description.committeeJori Hall


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