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Dominican University of California
How Differentiated Instructional Strategies Impact Student Self-Confidence: A Review of the Literature
Abstract
dc:description.abstract<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>
Degree
thesis:*- Name thesis:degree_name
- Master of Science
- Level thesis:degree_level
- Master's Thesis
- Discipline thesis:degree_discipline
- Education
- Year
- 2004
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Mayer, Georgette
Subjects
dc:subject × 1Identifiers
dc:identifier.*- Repository record dc:identifier
- https://scholar.dominican.edu/education-print-theses/234
- OAI identifier oai:identifier
- oai:scholar.dominican.edu:education-print-theses-1233