Differentiated instruction in problem solving for children of different mental ability levels.

Keislar, Evan R.; Stern, Carolyn

doi:10.1037/h0030253

Cited by 6 publications

(4 citation statements)

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“…The concept of differentiated instruction, concerned with adapting instruction for special learning needs, has been increasingly applied to inclusive classrooms (e.g., Tomlinson, 2001). Although "differentiated instruction" as an expression has existed for many years (e.g., Betts, 1948;Keislar & Stern, 1970;Weaver, 1954), its more recent applications have focused on providing "different avenues to acquiring content, to processing or making sense of data, and to developing products so each student can learn effectively" (Tomlinson, 2001, p. 1). Differentiated instruction can employ adaptations in instructional strategies, materials, products, or the environment (e.g., .…”

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confidence: 99%

Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes

Simpkins

Mastropieri

Scruggs

2008

Remedial and Special Education

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Sixty-one normally achieving and at-risk fifth-grade students (of whom three had learning disabilities), in three classrooms, were taught two 5-week science units via experimental or control conditions in which treatment order and unit of instruction were counterbalanced. In the control condition, students received typical instruction, with teacher lecture and discussion, textbook reading, and worksheet exercise completion. In the experimental condition, students received differentiated curriculum enhancements, in which multitiered activities were undertaken by students in a classwide peer tutoring format. Analysis of gain score data revealed that students scored higher on production tests, but not identification tests, when in the experimental condition. Student and teacher reports indicated a high degree of satisfaction with experimental methods and materials.

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confidence: 99%

Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes

Simpkins

Mastropieri

Scruggs

2008

Remedial and Special Education

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“…The teaching of problem-solving strategies to third-grade high IQ students was reported by Keislar and Stern (1970). Mental age significantly interacted with treatment on posttest and transfer tests.…”

Section: Concept-learning Treatmentsmentioning

confidence: 87%

3: Trait-Treatment Interaction and Learning

Berliner¹,

Cahen²

1973

Review of Research in Education

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Educational Research and DevelopmentInteractions of independent variables in their effects on dependent variables are present whenever an effect holds for one kind of subject under one set of conditions but does not hold in the same way for other types of subjects or other sets of conditions. When interaction hypotheses guide research on in struction, the research enterprise is altered. The search for instructional tech niques, teaching styles, or media to provide the "best" overall results in teach ing-learning situations is abandoned because it is an inadequate guide for the design of instructional theory.What we know about individual differences leads us to believe that for certain subgroups of individuals, and under certain conditions, reports of overall results misrepresent the true effects. A wide range of instructional alternatives or treatments needs to be incorporated into research designs in order to determine those treatments that are particularly beneficial for particu lar subgroups of learners. Such research would be responsive to the question: Given this set of learner characteristics, what is the best way to tailor instruc-JOHN B. CARROLL, Educational Testing Service, was the editorial consultant for this chapter. White and Robert W. Douty assisted with the review of published research. Lola Rhea Appel typed the manuscript draft. We wish to thank DΓS. John B. Carroll and Fred N. Kerlinger for their help in conceptualizing the chapter and for their critical reactions to earlier drafts. Dr. Richard Snow also provided helpful comments from his reading of an earlier draft. Lastly, the authors would like to express their appreciation to Professors Lee J. Cronbach and Richard Snow for stimulating our interest in the concept of interaction in learning. 58 at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from Review of Research in Education, 1 Bar-Yam, M. The interaction of student characteristics with instructional strategies: A study of students' performance and attitude in a high school innovative course. Unpublished doctoral dissertation, Harvard University, 1969. Beane, D. G. A comparison of linear and branching techniques of programed instruction in plane geometry. program for the Johnson-Neyman technique in the case of two groups, two predictor variables, and one criterion variable. Educational and Psychological Measurement, 1970,50, 121-132. Carry, L. R. Interaction of visualization and general reasoning abilities with instructional treatment in algebra. Unpublished doctoral dissertation, Stanford University, 1967. Cattell, R. B. Theory of fluid and crystallized intelligence: A critical experiment.

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“…Without making fine distinctions between guided discovery, discovery, ruleexample (ruleg) methods, example-rule (egrule) methods, inductive teaching, Anastasiow et al (1970) Tanner (1968 deductive Shadbolt & Leith (1967) Barrish (1970) Tallmadge (1968) Concept Keislar & Stern (1970) learning Nuthall (1968) Mathemagenic Allen (1970) or questioning Berliner (1971) strategies Hollen (1971) Programmed Ripple et al (1969) Beane (1965) Reed (1961) and the like, we have placed together studies whose major concern seems to be with inductive-deductive strategies of teaching. More extensive discussions of the various approaches can be found in Ausubel (1963) and Shulman and Keislar (1966).…”

Section: Inductive and Deductive Treatmentsmentioning

confidence: 98%