Action Research: Tiered Instruction in a High School Physics Course

Autor/in	Courville, Keith
Titel	Action Research: Tiered Instruction in a High School Physics Course
Quelle	(2010), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Student Surveys; Physics; Science Instruction; Individualized Instruction; Educational Theories; Laboratory Experiments; Classroom Techniques; Student Motivation; Ability Grouping; Secondary School Science; Louisiana + Suchen Sie Ihr Suchwort? Projektforschung; Schülerbefragung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Educational theory; Theory of education; Bildungstheorie; Laboratory work; Laborarbeit; Klassenführung; Schulische Motivation; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	(Purpose) This article describes the use of tiered instruction, a specific form of differentiation, within the author's high school Physics classroom. A background and discussion on the nature of tiered instruction is also included. (Findings) Topics addressed in this paper include: (1) the necessity of differentiation within the classroom; (2) the basis of differentiation within educational theory; (3) tiered instruction as a form of differentiation; (4) methods of tiered instruction; (5) existing research on tiered instruction's impact on academic parameters; (6) a justification for tiered instruction within a general Physics course; (7) application of tiered instruction in the context of a laboratory exercise; (8) results of student surveys regarding learning and motivation from tiered instruction. (Conclusions) Trends emerged from student surveys showing small, but positive trends in learning and motivation due to the unique grouping of tiered instruction. Further research, with greater depth, sample size, and longitude, should be undertaken to show statistically significant results. (Contains 3 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10