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This 8 page paper provides an overview of the factors that influence the implementation of differentiated teaching and learning strategies in pre-K classrooms. This paper identifies the primary factors and relates them to the ability to integrate differentiated strategies to meet the needs of a diverse learner population. Bibliography lists 6 sources.
Page Count:
8 pages (~225 words per page)
File: MH11_MHdiffins22.rtf
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Unformatted sample text from the term paper:
strategies in pre-k and early childhood classrooms is somewhat challenging. Research suggests that the actual application of differentiated learning has been somewhat limited, even though Anderson (2007) and others
have maintained the value of differentiated learning for content areas like literacy. Defining the process of differentiated learning and the specific nature of programming designed for differentiated
learning is one of the primary challenges. Not every educator perceives differentiated learning the same way, and this can complicate efforts to assess differentiated learning methods and strategies and
apply them to work with specific learners. In understanding this perspective, it is valuable to consider the nature of differentiated learning and the specific changes in the learner population
that have determined the need for differentiated instruction. Using Differentiated Learning The call for differentiated instruction in early childhood education has come as a result of increasingly diverse
populations in pre-k and kindergarten classes and the need to create instructional modules that provide for important content development. For example, pre-k classrooms are the arena in which early
pre-academic skills are developed, including early literacy skills (Miller & Almon, 2009). The increasing focus on academic standards for these classrooms are based on the need for literacy and
improved outcomes for diverse learners. The focus on academic standards in early childhood education at a time when children should be learning how to interact, participate, follow rules, and
play creatively, has had a negative impact on child development. VanSciver (2005) maintained that "using differentiated instruction, high quality teachers attend to the differing needs of diverse learners in
their classroom" (p. 335). Subsequently, the focus of the classroom process is to reach common goals and to master content, but the process may differ considerably from traditional models.
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