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Автор: Darlene Bricker
Год: 2011
Издание:
LAP Lambert Academic Publishing
Страниц: 168
ISBN: 9783844397895
This mixed method study analyzes the use of differentiated instruction in a university teacher preparation program containing Native American students in a Montana university. The study investigated the understanding American Indian teacher candidates had about differentiating instruction and if or how they saw their instructors modeling this strategy. It analyzed if pre-service teachers had increased success in their own coursework as well as continuing a rippling effect carrying into the classrooms of these future teachers as they work with at risk students, in particular, those of American Indian descent.
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