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Implementation practices of differentiated instruction in the upper elementary and middle school math classroom: A discovery through grounded theory.

机译：高中和小学数学课堂中差异教学的实施实践：扎根理论的发现。

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摘要

The goal in differentiating instruction in mixed-ability classrooms is to maximize each student's learning potential. The mixed ability classroom serves learners with a wide range of academic abilities, learning styles, background knowledge, home support, and English language skills. This grounded theory research study examines the dynamics of the implementation of differentiated instruction in math. Participants were regular education teachers who taught math in upper elementary and middle school classes. The constructivist orientation of this study allowed the researcher to interpret the experiences of participants and to develop substantive theory about the relationship between the theory and practice of differentiated instruction.;The study found that teachers reflect meaningfully on classroom experiences related to providing effective instruction for individual students in mixed-ability classrooms. Teacher reflection occurred informally and formally, allowing them to continually monitor and adjust instruction and materials as is appropriate. Teachers possessed substantial and significant knowledge on events and interactions in their classrooms. As reflective practitioners, they relied on observations, perceptions, and professional knowledge in order to improve their craft. The study also demonstrated that purposeful collaboration was sought and fostered by participants, regardless of time that was officially built into the schedule for this.;This study found that teachers and learners would benefit from system facilitated and officially sanctioned teacher collaboration. Collaboration established in practitioner inquiry groups would provide opportunities for teachers to connect educational goals to actual classroom experience. This collaboration, too, would tap into a valuable source of teacher expertise on classroom issues and pedagogies. Specific topics identified for collaboration include the extension of academic opportunities for high ability students, the use of cooperative, hands-on math activities, effective formative assessments, and the use of multiple intelligences in creating and presenting lessons.
机译：在混合能力教室中区分教学的目的是最大程度地发挥每个学生的学习潜力。混合能力教室为学习者提供广泛的学术能力，学习风格，背景知识，家庭支持和英语语言技能。这项扎根的理论研究研究了数学中差分教学实施的动力。参加者是正规教育老师，他们在小学和中学的高年级教授数学。这项研究的建构主义取向使研究人员能够解释参与者的经验，并发展出关于差异教学理论与实践之间关系的实质性理论。研究发现，教师对课堂经验进行了有意义的反思，这与为个人提供有效的教学有关混合能力教室的学生。教师的反思是非正式和正式的，使他们能够不断地监视和调整适当的教学内容。教师在课堂上对事件和互动有丰富而重要的知识。作为反思型从业者，他们依靠观察，感知和专业知识来提高自己的工艺水平。这项研究还表明，无论正式安排在时间表中的时间如何，参与者都寻求并促进有目的的合作;该研究发现，教师和学习者将从系统促进和官方认可的教师合作中受益。在从业者探究小组中建立的合作关系将为教师提供将教育目标与实际课堂经验联系起来的机会。这种合作也将利用教师在课堂问题和教学法方面的专业知识的宝贵资源。确定的合作主题包括为高水平学生提供学术机会的扩展，合作学习，动手数学活动的使用，有效的形成性评估以及在创建和演示课程中使用多种智能的能力。

著录项

  • 作者

    Bloom, Rachel Marie.;

  • 作者单位

    Cambridge College.;

  • 授予单位 Cambridge College.;
  • 学科 Education Mathematics.;Education Elementary.;Education Middle School.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 196 p.
  • 总页数 196
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 化学;
  • 关键词

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