Thesis Title

How Differentiated Instructional Strategies Impact Student Self-Confidence: A Review of the Literature

Graduation Date

Spring 2004

Document Type

Master's Thesis

Document Form

Print

Degree Name

Master of Science

Program Name

Education

Program Director

Madalienne F. Peters, EdD

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.

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