Date of Award
Master of Science in Education (MSEd)
Education and Human Development
This research investigates how a mathematics teacher and a literacy expert co-teach to provide differentiated instruction in a general education setting within a heterogeneous classroom, i.e. instruction is tailored so that all students can work within their Zone of Proximal Development (ZPD). Vygotsky's ZPD theory has been shown in research as a valuable tool towards assisting students with successful problem solving outcomes through student-to-student interaction, and through student and teacher interaction. Collaboration between a mathematics teacher and a literacy expert and how they differentiate instruction will be investigated through a case study.
Least, Stephanie K., "Differentiated Instruction: Its effect on proximal development" (2014). Education and Human Development Master's Theses. 532.