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Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom

Ellerbrock, Rebecca S.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966

Abstract Details

2011, Master of Education (MEd), Bowling Green State University, Curriculum and Teaching.
Diversity in the classroom is growing rapidly with students reflecting differences in race, religion, disabilities, interests, backgrounds, and abilities. Differentiated instruction has been researched to successfully increase student performance and engagement in these diverse classrooms. This study aims at enriching the knowledge base centered on differentiated instruction and its effect on engagement. The research question guiding this study was: What is the nature of engagement for teachers and students in a differentiated instruction classroom? This research study investigated a 5th grade classroom in an urban area grade school in the Midwest. This is a full inclusion 5th grade classroom, with 11 typically developing students and 11 students with special needs. In addition, this classroom is co-taught by a general education teacher and a special education teacher. The participants for this study included the 22 students and two teachers in this classroom. The research conducted for this study is qualitative in nature and utilized phenomenology as the research method. Findings of the study indicated that differentiated instruction can be an invaluable tool utilized to increase engagement and motivation in the classroom while accommodating for student differences. Furthermore, cooperating teachers participating in the study emphasized the need for teacher’s willingness to accept students at their different ability levels and try to reach them so they succeed in the classroom.
Mohammed Darabie, PhD (Advisor)
Nancy Patterson, PhD (Committee Member)
Tracy Huziak-Clark, PhD (Committee Member)
76 p.
Education
Differentiated Instruction; DI; Engagement; Co-Teaching; Cotaught; Inclusion; Inclusive Classroom; Teaching

Recommended Citations

Citations

  • Ellerbrock, R. S. (2011). Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966

    APA Style (7th edition)

  • Ellerbrock, Rebecca. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. 2011. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

    MLA Style (8th edition)

  • Ellerbrock, Rebecca. "Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom." Master's thesis, Bowling Green State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966

    Chicago Manual of Style (17th edition)

bgsu1307648966
6,693
© 2011, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.