Differentiated Instruction: Its effect on proximal development
| dc.contributor.advisor | Wade, Carol H. | |
| dc.contributor.author | Least, Stephanie K. | |
| dc.date.accessioned | 2021-09-07T21:57:40Z | |
| dc.date.available | 2021-09-07T21:57:40Z | |
| dc.date.issued | 2014-11-30 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12648/5745 | |
| dc.description.abstract | This research investigates how a mathematics teacher and a literacy expert co-teach to provide differentiated instruction in a general education setting within a heterogeneous classroom, i.e. instruction is tailored so that all students can work within their Zone of Proximal Development (ZPD). Vygotsky's ZPD theory has been shown in research as a valuable tool towards assisting students with successful problem solving outcomes through student-to-student interaction, and through student and teacher interaction. Collaboration between a mathematics teacher and a literacy expert and how they differentiate instruction will be investigated through a case study. | |
| dc.subject | Differentiated Instruction | |
| dc.subject | Proximal Development | |
| dc.subject | Coteaching | |
| dc.subject | Mathematical Literacy | |
| dc.title | Differentiated Instruction: Its effect on proximal development | |
| dc.type | thesis | |
| refterms.dateFOA | 2021-09-07T21:57:40Z | |
| dc.description.institution | SUNY Brockport | |
| dc.description.department | Education and Human Development | |
| dc.description.degreelevel | Master of Science in Education (MSEd) | |
| dc.source.status | published | |
| dc.description.publicationtitle | Education and Human Development Master's Theses | |
| dc.contributor.organization | The College at Brockport | |
| dc.languate.iso | en_US |
