Date of Award/Publication
4-2017
Document Type
Thesis
Degree Name
MS in Special Education
Department
Education
First Supervisor
Susan Schultz
Abstract
Teachers are challenged to meet the needs of every student in their classroom and deliver instruction that gives students the opportunity to learn at their highest potential. In any given classroom, there are “at risk students,” “grade level students,” and “accelerated students” that need to have their specific learning needs met. Specifically in English Language Arts, teachers have a wide spectrum of abilities they need to accommodate for. All three levels of learners should be pushed to their fullest potential and challenged equally. By administering a survey to several schools in a suburban Rochester, New York community – data was collected to see if teachers believe all students in their classrooms are being sufficiently challenged, and if so, how are the teachers accommodating for all levels of learners in ELA. Data collection occurred over several weeks in the spring. The information gathered can help all levels of students be adequately challenged, and also provide resources and techniques to further the professional development of current and future teachers.
Recommended Citation
Zola, Philip M., "Differentiated Instruction for All Students in English Language Arts" (2017). Education Masters. Paper 358.
https://fisherpub.sjf.edu/education_ETD_masters/358
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Gifted Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons