How Differentiated Instructional Strategies Impact Student Self-Confidence: A Review of the Literature
Graduation Date
Spring 2004
Document Type
Master's Thesis
Document Form
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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