Students develop confidence regarding their educational skills in multiple ways. Teachers are constantly adapting their teaching strategies to meet the demands of mixed ability classrooms. This literature review examines current research literature in order to identify the relationships between differentiated instructional strategies, multiple intelligences, and student self-confidence. The review is focused mainly on the scholarship relevant to differentiated instructional strategies in grades K-3 to determine if there is a connection between this method of instruction and how it impacts student self-confidence.
","abstract_html":"<p>Students develop confidence regarding their educational skills in multiple ways. Teachers are constantly adapting their teaching strategies to meet the demands of mixed ability classrooms. This literature review examines current research literature in order to identify the relationships between differentiated instructional strategies, multiple intelligences, and student self-confidence. The review is focused mainly on the scholarship relevant to differentiated instructional strategies in grades K-3 to determine if there is a connection between this method of instruction and how it impacts student self-confidence.</p>","abstract_has_math":false,"creators":["Mayer, Georgette"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/234","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mayer, Georgette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/234"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students develop confidence regarding their educational skills in multiple ways. Teachers are constantly adapting their teaching strategies to meet the demands of mixed ability classrooms. This literature review examines current research literature in order to identify the relationships between differentiated instructional strategies, multiple intelligences, and student self-confidence. The review is focused mainly on the scholarship relevant to differentiated instructional strategies in grades K-3 to determine if there is a connection between this method of instruction and how it impacts student self-confidence.
"]},{"key":"dc:title","label":"Title","values":["How Differentiated Instructional Strategies Impact Student Self-Confidence: A Review of the Literature"]}]}],"canonical_facts":{"dc:creator":["Mayer, Georgette"],"dc:description.abstract":["Students develop confidence regarding their educational skills in multiple ways. Teachers are constantly adapting their teaching strategies to meet the demands of mixed ability classrooms. This literature review examines current research literature in order to identify the relationships between differentiated instructional strategies, multiple intelligences, and student self-confidence. The review is focused mainly on the scholarship relevant to differentiated instructional strategies in grades K-3 to determine if there is a connection between this method of instruction and how it impacts student self-confidence.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/234"],"dc:subject":["Education"],"dc:title":["How Differentiated Instructional Strategies Impact Student Self-Confidence: A Review of the Literature"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:06Z"}