Differentiated Instruction in the 12th -Grade Social Studies Classroom
Item
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Title
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Differentiated Instruction in the 12th -Grade Social Studies Classroom
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Creator
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Adrianna Davis
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Abstract
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This study highlights the importance of differentiated instruction in creating an inclusive and successful learning environment. The findings from this study show that differentiating based on student interests, learning profiles, strengths, and academic needs can significantly enhance academic achievement and engagement, particularly for students from marginalized backgrounds. Additionally, this study found that proactive planning, with
readiness-based tiering, is crucial for addressing equity issues and ensuring all students succeed. Further, offering structured student choice can also boost motivation and achievement; however this strategy requires careful scaffolding to ensure all students benefit. Finally, while differentiated instruction has limitations, particularly in addressing the specific needs of racially and culturally diverse students, integrating additional educational philosophies can help overcome these challenges.
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degree
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action_research
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Master of Arts in Teaching (initial licensure)
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Date
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12/1/2024
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note
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Lin Wu
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Marie LeJeune
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Rights
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Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Key Words
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Differentiated Instruction, Social Studies
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Language
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eng
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Type
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Text
