Date of Award

2008

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Hartnett-Edwards, Kim

Second Advisor

Littleton, Brenda

Abstract

This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.

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