A research analysis of the impact of using differentiated instruction in science for ESL (English as a second language) students.
Written in 2009; 4,396 words; 17 sources; APA; $ 115.95
Paper Summary:
This paper reports a case study conducted relating to differentiated instruction in a classroom with ESL or English as second language students. It focuses on the usefulness of pictorial representations and graphic organizers for ESL students and the impact that using them has on learning in this group of students, especially in science. The paper contains graphs and images.
Table of Contents:
Introduction
Methodology
Background of the Study
Theoretical Framework
Terms and Definitions
Research Question
Literature Review
Data Collection and Analysis
Findings of the Study
Conclusions
From the Paper:
"Oftentimes there is a failure to use differentiated instruction unknowingly because teachers are not properly educated and trained to do so however, an interesting case study in British Columbia reports findings which illustrate that differentiated instruction is being used unknowingly as well. One such study is that reported in the work of Gunderson, Belanger and Cooper (2007) entitled: "A Review of ESL Services in the Abbotsford School Board" relates a study of great magnitude conducted at the University of British Columbia. This study is a review of the current policies, practices, approaches and methods related to the English as a Second Language (ESL) services in the Abbotsford School District." (2007) This study was conducted through classroom observations in order to "develop a picture of methods, material, and approaches that were apparent in ESL and mainstream classrooms." (Gunderson, Belanger and Cooper, 2007)"
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