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• W40093387 abstract "A Grounded Theory Approach to Use of Differentiated Instruction to Improve Students‟ Outcomes in Mathematics by Juniace Senecharles Etienne MA, Nova Southern University, 2007 BS, Barry University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University August 2011 Abstract Teachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if aTeachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if a school does not achieve AYP; the school personnel must then complete a school improvement plan. The purpose of this study was to explore which differentiation instructional (DI) practices inclusion teachers were using to promote math academic achievement for underperforming students with LDs in inclusion math classrooms. A grounded theory approach was used to explore inclusion teachers‟ perceptions on the effectiveness of DI with students with LDs in inclusion math classes. Survey and interview protocols were developed and administered to collect data. Data were open, axial, and selectively coded, and were synthesized into categories and subcategories following emerging themes and patterns. Triangulation, member-checking, and an audit trail were used to validate the findings. A theory of effective instructional practice is presented from the teachers‟ viewpoint. This study may impact positive social change by identifying instructional practices that allow better access to mathematics for students and thereby has the potential to impact student achievement. A Grounded Theory Approach to Use of Differentiated Instruction to Improve Students‟ Outcomes in Mathematics by Juniace Senecharles Etienne MA, Nova Southern University, 2007 BS, Barry University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University August 2011 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 1346 UMI 3465714 Copyright 2011 by ProQuest LLC. UMI Number: 3465714 Dedication This study is dedicated to my deceased brother, Lejeune Bertrant, who at the age of 12, told me never to neglect my education. To my loving husband, Romel, whose patience, kindness, and love laid the foundation upon which I was able to continue the doctoral journey. To my twin daughters, Joyce and Jessica Gayo, who from the moment they were born, have filled my life with joy, fun, happiness, and worth. To my sister Hilda, whose endless encouragement, knowledge, and guidance led me through each step of this journey. To my brother, Wilner, who believed in me and always wanted me to do my best. To my brother, Franklin, whose continuous interest and pride in my achievements empowered me along the way. To Silemond Senecharles and Clerimene Senecharles, who gave me the opportunity to be who I am today. To all of my nieces and nephews who live here and abroad and to all my girlfriends whose frequent phone calls encouraged me all along the doctoral pathway....I thank all of you. Acknowledgments I want to acknowledge the individuals who helped me to complete this doctoral degree. I want to thank my committee chair, Dr. Edith Louise Jorgensen, for her tenacity, encouragement, advice, leadership, and kindness. I also want to thank the committee members, Dr. Theresa McDowell and Dr. Robert McClure, for their guidance and expertise. Their support was invaluable in allowing me to complete this study. I appreciate the support of Lee Charter Academy and Dr. Chapman for allowing me to conduct this study. I am particularly grateful to the administration and staff at Lee Charter Academy. In addition, I want to thank my pastor and my sister, Lori Snell, for her support, friendship, and prayers. I extend my thanks to Sister Patricia Hall for her prophesy and prayer for me to complete my study on time. I thank my editor, Barb Elwert, for never being too busy to take my calls. Finally, I want to thank my good friend Jenise Morgan for being my second pair of eyes throughout this entire academic journey." @default.
• W40093387 created "2016-06-24" @default.
• W40093387 creator A5044712912 @default.
• W40093387 date "2011-01-01" @default.
• W40093387 modified "2023-09-27" @default.
• W40093387 title "A Grounded Theory Approach to Use of Differentiated Instruction to Improve Students' Outcomes in Mathematics" @default.
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