Effects of Tiered Instruction on Academic Performance in a Secondary Science Course

Autor/inn/en	Richards, M. R. E.; Omdal, Stuart N.
Titel	Effects of Tiered Instruction on Academic Performance in a Secondary Science Course
Quelle	In: Journal of Advanced Academics, 18 (2007) 3, S.424-453 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Teaching Methods; Science Curriculum; Prior Learning; Curriculum Development; Secondary School Science; Academic Achievement; Physics; Astronomy; Educational Change; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulleistung; Physik; Astronomie; Bildungsreform; Pädagogische Kompetenz
Abstract	Tiered instruction is grouping students for instruction based on their prior background knowledge in a given subject area. In this study, students were either in a control secondary science classroom or a classroom in which instruction was tiered. The tiered instruction was designed to match high, middle, or low levels of background knowledge on astronomy and Newtonian physics. The seven control classrooms received middle-level nontiered instruction, whereas the seven treatment classrooms delivered three levels of tiered instruction. The results of this study showed a significant difference between the scores of low background knowledge learners who received tiered instruction and low background learners who did not receive tiered instruction, indicating that tiered instruction may be especially beneficial for lower level learners. Through the implementation of this study, the researchers found that: (1) professional support for teachers is critical to the success of tiered instruction; (2) a strong background in the subject matter and a thorough understanding of the range of potential learning activities appropriate to the targeted levels of learners is essential; and (3) the implementation of a change of instructional and classroom organization, pedagogy, and expectations needs to be systematically introduced over time. (Contains 2 figures and 10 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10