The Impact of Differentiated Versus Traditional Instruction on Math Achievement and Student Attitudes

The Impact of Differentiated Versus Traditional Instruction on Math Achievement and Student Attitudes

With the implementation of the No Child Left Behind (NCLB), all schools are held accountable for student achievement. One southern US Title I school failed to meet NCLB mandated math standards for several years and was placed on program improvement. The purpose of this study was to compare math achi...

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Bibliographic Details
Main Author: Gamble, Valerie D.
Format: Others
Language:en
Published: ScholarWorks 2011
Subjects:
teacher education and professional development;elementary and middle and secondary education administration;elementary education and teaching;science and mathematics education
Elementary and Middle and Secondary Education Administration
Elementary Education and Teaching
Science and Mathematics Education
Teacher Education and Professional Development
Online Access:https://scholarworks.waldenu.edu/dissertations/923
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1922&context=dissertations

Internet

https://scholarworks.waldenu.edu/dissertations/923
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1922&context=dissertations

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