Show simple item record

dc.contributor.advisorWade, Carol H.
dc.contributor.authorLeast, Stephanie K.
dc.date.accessioned2021-09-07T21:57:40Z
dc.date.available2021-09-07T21:57:40Z
dc.date.issued11/30/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5745
dc.description.abstractThis 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.subjectDifferentiated Instruction
dc.subjectProximal Development
dc.subjectCoteaching
dc.subjectMathematical Literacy
dc.titleDifferentiated Instruction: Its effect on proximal development
dc.typethesis
refterms.dateFOA2021-09-07T21:57:40Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/532/fulltext (1).pdf
Size:
661.0Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record