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PENGAJARAN
KEPELBAGAIANPELAJAR
DISEDIAKAN OLEH SABARINA BINTI OTHMAN
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Tugasan
KAJIAN KES
PELAJAR DIMINTA UNTUK MENGANALISIS ARTIKEL BERBAHASA INGGERIS
YANG BERBENTUK KAJIAN BERKAITAN PENGAJARAN KEPELBAGAIAN
PELAJAR DAN BAGAIMANA ANALISIS BERKAITAN / BERKENAAN DAPAT
DIGUNAKAN UNTUK MENINGKATKAN KUALITI PERANCANGAN PENGAJARAN
MEREKA.
Tajuk
DIFFERENTIATED INSTRUCTIONAL IN THE WORK SAMPLE : A STUDY OF
PRESERVICE TEACHER PRACTICE
Disediakan oleh
AMY LYNN DEE
School of Educational
George Fox University
Dinilai oleh
SABARINA BINTI OTHMAN
(L20092005797)
Disediakanuntuk
DR. SABRI BIN MOHD SALLEH
Pensyarah
KPD 5033
PENGAJARAN KEPELBAGAIAN PELAJAR
UNIVERSITI PENDIDIKAN SULTAN IDRIS
DIPLOMA PENDIDIKAN MARA ( KOHORT III )
Mac 2011
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i
ACKNOWLEDGMENTS
Assalammualaikum w.m.t.
I wishto first ofall thank Almighty God forhisguidanceandenduringstrength. I
also givethanksto myhusband forhissupportandencouragement. Thanksalso to my
lecturer, Dr. Sabri bin Mohd Salleh, forall ofthetimeandassistancehegaveunselfishly
to helpmesucceedandto my committeemembers of KKTM Rembau lecturers, fortheir
clarity, direction, corporationandencouragementto makethisexperiencea lasting one.
I dedicateto my family who encouragedmeto remainsteadfastand completethis life
alteringgoal. Thankyouto all ofyou.
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Title
IMPROVING STUDENTS ACADEMIC ACHIEVEMENT THROUGH
DIFFERENTIATED INSTRUCTION
by
ERNESTINE JOHNSON
ABSTRACT
The No Child Left Behind Act mandates that achievement gap be closed
between African Americanstudentsand their Whiteand Asian counterpartsbyhaving
all studentsmeethigh levels ofproficiency in readingandmathby 2014. Thisstudy
usedTomlinsonstheory ofdifferentiated instruction (DI) to determine iftheknowledge
and application of learning preferences to provide DI would increase student
achievement in a middle school. This quasi-experimental mixed-methods study was
designed to answer two questions involving understanding the difference in
achievementbetweenstudents who are taught with DI and those who are taught with
traditional methods of instructionand teacherperceptions regarding DI and its impact
on student performance in the classroom. A convenience sample included an
experimental group of 30 students who received instructionusing DI strategiessuitable
to their learning styles and a control group of 30 students received instruction with
traditional methods. Pretest and posttest data from the Chicago Public Schools
Reading Benchmark Assessment wereusedto measurethe impact of DI onacademic
achievement. A t-testanalysis showed that there wasno significantdifference in the
achievementbetweenstudents who were taughtusing DI and those who were taught
usingtraditional instruction. Theexperimental classroomteachersperception of DI was
drawn from responsesto asurveyand face-to-face interview wherethe researchertook
notesand codedthe interviewees responses. The qualitativeanalysis indicatedthat DIhasadirect impact onstudentgrowthbecause itallows thestudent to be creative in
demonstrating what they have learned and what product will be used to show
understanding. Thistype ofeducational reformhasthepotential of closingtheacademic
achievement gap and influencing social change in the U.S. educational system by
moving fromtraditional instructional to modernstrategies.
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SAMPLE
A conveniencesample was included:
1. An experimental group of 30 students who received instruction using
defferentiated instructionstrategiessuitableto their learningstyles.
2. A control group of 30 students received instruction withtraditional methods.
3. Elementaryschool teachers of Grade 8 in one Chicago Public School.
SETTING
Chicago Public Schools (U.S)
PROCEDURE OF ACTION RESEARCH
1. First, the researcheruseda convenience-samplemethod. Thismethod resulted
when themore convenientelementaryunits were chosen fromapopulation for
observation. The research site was chosen, without any random mechanism,
because it wasasite familiar to the researcher. This conveniencesamplingdid
not represent the entire population of the school, and only involved two
classrooms of 30 studentseachto defrayanybias.
2. Second, theprocessused to selectparticipants for this research studybegan
with a broad search to identify classrooms within the school. Interviewing the
administration and teachers, the researcher was able to determine the grade
range of seventh and eighth graders. The researcher then used a purposeful
samplingmethod to determine the classrooms to participate in the study. Thismethod was chosenbecause itallowedthe researcherto work withthedataand
selected sites in deliberate ways that lead to a broad review of the learning
communityandthe implementation of DI.
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3. Third, the classrooms identified throughpurposeful sampling were then further
researchedto identify whethertheymetthree criteria; (a) The classroomhadat
least 25 studentsasasamplemeansto testthehypothesis. (b) One classroom
teacher wastrainedandknowledgeable on DI. (c) The researcherhadaccessto
school datashowingachievement levels over 3-years.
4. Fourth, by analyzing reports obtained through the school database for
participating classrooms and reviewing the school report card data, the
researcher identified the two eighth-grade classrooms that met the criteria for
inclusion in the study. These classrooms consisted of 30 African American
students from 12 to 13 years with mixed-ability levels with one teacher per
classroom. Gravetterand Wallnu (2005) wrotethatanysamplesize isacceptable
for a simple t test as long as it is a significant representation of the total
population.
5. Fifth, the researcher wasa full-timemember of thiselementaryschool andhad
served more than 10 years in both an instructional and training capacity as
department chairpersonandmentor to new and first-year teachers. Within this
school district, schools testing schedules were varied and might not be
completed onthesamedayandtime. The researcherdevelopeda well-rounded,
working relationship with other teachers at this school who gave comfort and
professionalismto the researchers roleasan observerandto Groups A and B.
6. Six, prior to the beginning of this study, permission was obtained from the
Walden University Institutional Review Board. After university approval was
received, permission wassought fromtheprincipal andtheparticipatingteachers
andstudents.
7. The pretest-posttest scores from CPSRBA was utilized to provide a numeric
characterization ofmean, median, mode, andstandarddeviationsto measurethe
studentsacademic achievement fortheperiod ofthis 10-weekstudy.
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8. A survey questionnaire designed to gather information from the teacher
regardingpersonal opinionsandknowledge of DI wasalso administered to the
teacher of the experimental classroom. The survey questions were about the
professional developmentactivities that the teacherhadbeen involved in over
thepast 6 months.
9. The CPSRBA is a quarterly assessment used by the Chicago Public Schools
systemto determinestudentgrowth. Thisassessmenthasastable reliability if its
implementation is carefullymaintained.
10.The qualitative questions were addressed by two forms of data. (a) First, the
teacher oftheexperimental classroom wasaskedto submit weekly lessonplans
formeetings whentheteam (theschool administrator, researcher, and classroom
teacher) met to collaborate onspecific strategiesused, what worked, and what
didnot work. (b) Second, the researcher conducted walk-through observationsto
identify strategies for DI and to determine how well the lessons were being
receivedandthestudent interactionsto this intervention.
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DATA COLLECTIONS
In thisstudy, a quasi-experimental mixed-methodsdesign wasused. Thedata
were collected, uponthe receipt ofthe Institutional Review Boardapproval, andsaved
into adatabase ofboth quantitativeand qualitative information. Aftereachpermission
letter was returned, students wereadministeredthe CPSRBA anda Multiple Intelligence
Checklistto determineastudents learningstylepreference.
The experimental Group B of students then received instruction using DI
strategiessuitableto their learningstyles. It wasanticipatedthatthesestrategies would
increase students motivation level and help to keep them focused on the task and
process at hand. The DI continued for 10 weeks. At the end of the study period, a
CPSRBA posttest wasadministeredandthe results calculated.
Thetraditional classroom with Group A students received whole-class instruction,
including lecturingto the whole class, minimal teacher-student interaction, andminimal
grouping or student interactions. At the end of the study period, this class was also
given the CPSRBA posttestand results were calculatedand compared to that of the
differentiated classroom. The results of this test were comparedusingasimple t test
andasignificance level ofp= .05.
The embedded analysis for the qualitative data was to determine if the
professional development activities assisted the teacher in the DI and helped the
students to achievemoreacademically. The collectionand the objective recording of
thisdata ofeach observationprovided corroborationthroughthetriangulation ofall data
collected.
Types ofmethodologythatapplied inthis researchare:
1. A quasi-experimental mixed-methods study was used to explain the
methodology, design study, sample, data collection and analysis that were
utilizedto answerthe central research question.
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2. Pretestandposttestdata fromthe Chicago Public Schools Reading Benchmark
Assessment wereusedto measurethe impact of DI onacademic achievement.
3. The t-test analysis was indicated the significant difference in the achievement
betweenstudents who were taughtusing DI and those who were taughtusing
traditional instruction.
4. The experimental classroom teachers perception of DI was drawn from
responses to a survey and face-to-face interview where the researcher took
notesand codedthe interviewees responses.
5. The qualitativeand quantitativeanalysis indicatedthat DI hasadirect impact on
student growth because it allows the student to be creative in demonstrating
whattheyhave learnedand whatproduct will beusedto show understanding.
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DATA ANALYSIS
Thepurpose of thisstudy was to determine if DI strategies improvedstudents
academic achievement. Thetool that wasusedto testthenull hypothesis (There isno
significantdifference inachievementbetweenstudents who are taught in classrooms
where DI isemployedandthose who aretaught in regular classrooms whereno DI is
employed) wasthe CPSRBA pretest-posttestscores.
The CPSRBA consisted of 45 questions at each grade level. The test was
designedto measureacademic achievement ona quarterlybasis. Thistest wasscored
atthe Educational Testing Centerandthe resultssentto eachschool. The researcher
then presented descriptive statistical measures (mean, standard deviations, and
ranges) forthepretestandposttestadministrations ofthe instrument. A ttest wasthen
calculatedto comparethe quantitativedatausingasignificance level ofp = .05.
The researcher also collected the survey from the experimental classroom
teacher involved in thestudyand constructeda comparison chart to show the results
notedalong withthe consent formsand lessonssubmitted.
Several types of evidence were collected to validate the study data and the
secondary research questionsusing:
1. QUASI-EXPERIMENTAL MIXED-METHODS
y Thisa quasi-experimental mixed-methodsstudy wasused to explain the
methodology, designstudy, sample, data collectionandanalysisthat were
utilizedto answerthe central research question.
y Thismethod wasaskedtwo questions:
(a) What is the difference in achievement between students who are
taught with DI and those who are taught with traditional methods of
instruction?
(b) Whatare theperceptions of teacher regarding DI and its impact on
studentperformance inthe classroom?
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2. PRETEST AND POSTEST ANALYSIS
y Pretest and posttest data was collect from the Chicago Public Schools
Reading Benchmark Assessment wereusedto measurethe impact of DI
onacademic achievement.
y The researcher used a pretest and postest control group design to
comparetheacademic performance of inner-cityseventh- andeight-grade
African Americanmales inapublic elementaryschool withtheacademic
performance oftheir Asianand White counterparts in Chicago, Illinios.
y Approximately 60 students fromtheeighthgrade were organized into two
classrooms of 30 studentsper classroom. The two groups wereselected
using purposeful sampling and had to meet the criteria required forparticipation.
y The average class size in this elementary school was 30 students per
classroom. The culture of these classrooms was that of mixed-ability
students determined by previous test scores. One group participated in
the classroom instructiondesignedto differentiate instruction foramixed-
abilitygroup ofstudentsto enhancestudent learning. The othergroup was
ina regular classroomsetting. The classrooms were randomlyassignedto
treatmentand control groupsbydrawingstudentsnames fromahat.
y In addition, the teacher from the targeted experimental or Group B
classroom in which instruction wasbeingdifferentiatedmet weekly with
the researcher and the schools principal to discuss how DI was being
used in the classroom and how the strategies used affected student
progress.
y The pretest-posttest scores from CPSRBA was utilized to provide a
numeric characterization ofmean, median, mode, andstandarddeviations
to measurethestudentsacademic achievement fortheperiod ofthis 10-
weekstudy.
y Thismethod wasaskedtwo questions ofthe findings:
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(a) The findings of this study present information on strategies that
improvetheacademic achievement ofstudents.
(b) The findings ofthisstudy canhelpteachersto learnmoreabouthow
to identifystudent readinessandto usestudents learningprofilesto
maximize learning and develop learning strategies that address
studentspreferred learningstyle.
3. THE t-TEST ANALYSIS
y The t-test analysis was indicated the significant difference in the
achievementbetweenstudents who weretaughtusing DI andthose who
weretaughtusingtraditional instruction.
y
The analyzing reports obtained through the school database forparticipating classrooms and reviewing the school report card data, the
researcher identifiedthetwo eighth-grade classroomsthatmetthe criteria
for inclusion inthestudy.
y Thesampling were then further researched to identify whether theymet
three criteria; (a) The classroom had at least 25 students as a sample
meansto testthehypothesis. (b) One classroomteacher wastrainedand
knowledgeable on DI. (c) The researcher had access to school data
showingachievement levels over 3-years.
y Thist-Testanalysis wasanswer oftwo hypotheses inthisstudy:
(a) H0: There is no significant difference in achievement between
students who aretaught in classrooms where DI wasemployedand
those who were taught in regular classrooms where no DI was
employed.
(b) H1: There is a significant difference in the achievement between
students who aretaught in classrooms where DI wasemployedand
those who weretaught in regular classrooms wherethere wasno DI
employed.
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4. THE EXPERIMENTAL CLASSROOM TEACHERS PERCEPTION
y The researcherbelievedthat DI wouldbecomethe instrument for creating
effective learning communities where the students felt welcomed,
respected, and safe; and where the expectation was growth and
collaborationbetweenbothstudentsandteachers.
y The researcherdevelopeda well-rounded, working relationship with other
teachers at this school who gave comfort and professionalism to the
researchers roleasan observerandto Groups A and B.
y A survey questionnairedesigned to gather information from the teacher
regardingpersonal opinionsandknowledge of DI wasalso administered
to theteacher oftheexperimental classroom.
y
Thesurvey questions wereabout theprofessional developmentactivitiesthattheteacherhadbeen involved in overthepast 6 months.
y Thismethod wasasked one questionsthatguidedto thisstudy:
(a) How does professional development in DI impact academic
achievement?
5. THE QUALITATIVE AND QUANTITATIVE ANALYSIS
y The researcher interviewingtheadministrationandteachers, to determine
thegrade range ofseventhandeighthgraders.
y The researcherthenusedapurposeful samplingmethodto determinethe
classroomsto participate inthestudy.
y Thismethod was chosenbecause itallowed the researcher to work with
thedataandselectedsites indeliberate waysthat leadto abroad review
ofthe learning communityandthe implementation of DI.
y Theexperimental classroom wasaskedto submit weekly lessonplans for
meetings when the team (the school administrator, researcher, and
classroom teacher) met to collaborate on specific strategiesused, what
worked, and whatdidnot work.
y The researcher conducted walk-through observationsto identifystrategies
for DI andto determinehow well the lessons.
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y The researcher also addressed three secondary questions that were
qualitative innature:
(a) What are the actual practices of DI in an elementary school
classroom?
(b) What are the teachers perceptions of the impact of professional
development on DI?
(c) How does DI stimulateacademic achievement?
y These questionsareansweredbyboth quantitativeand qualitativedata
thathavebeen categorizedandanalyzed.
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FINDINGS AND DISCUSSIONS
Based onthe overall review oftheaction research, thedata were collected, and
the findings wasanalysisas:
1. Thisstudy was to examine the impact of DI in closing theachievementgap
among African American boys and their Asian and White counterparts.
Because of the varied instructional strategies, DI couldhelpstudentsatan
elementary school within the Chicago Public School system use their prior
knowledge and specific learning style to increase respondents academic
achievement.
2. The finding oftheoretical base onthisstudy wasdevided ontwo main ideas.
One is Tomlinson's theory of defferentiated instruments (DI) and other is
providing teachers appropriate and provide professional development for
them to apply DI. The due to the demands that have been placed on the
classroom teacher to close the achievement gap, especially between
students from low-incomeandminority families, teachersmustseekto meet
the requirements ofstudentsdisparateneedsand interests.
3. The purpose for the development of learning communities is to assist the
parents, teachers, andstudents to reach theirmaximumpotential. Teaching
and learning isa facet ofall organizational structures.Thesecondmain ideas
was according to Dantonio (2001), the use, knowledge, and application of
professional development tools, such as mentoring, lesson study, and
coaching, were onthe riseasthe researchersseek waysto increaseteacher
developmentandstudent learning.
4. Thedevelopment ofthe first coachingmodel was intheir intentto developa
meansby whichadministrators, teachers, andparents could collaborate with
oneanother to bestserve thestudents. In other words, they wanted to help
others think. As teachers learnmoreabout themselvesandhow they learn,
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they become more aware of the different ways their students receive and
applyknowledge.
5. The particularly of interest to master teachers and administrators was
highlighted because they are the ones who will train and guide new and
inexperienced teachers in selecting and planning for the greatest student
achievement. When quality differentiation is present, there are ongoing
preassessmentsto determinestudentsneeds.
6. Researchneedspecific strategiestool thatmaybeused forthestudy. These
toolsarespecific strategiesthatthe researcherusesto eithermanipulatedata
or interpretdata.
7. For thisstudy, aprofessional learning refer to the reporteddevelopment for
the subject matter of professional learning (what teachers learn) can be
divided into what the teacher needs to understand in order to prepare for
classroom instructionandthe contenttheymustknow.
8. Methods forplanning forstudentassessmentandsubjectmatterknowledge
will all be pulled together to create useful contextualization that fosters
studentgrowth.
9. The teacher connects previously learned material and the purpose for the
new information; remindsstudents of correlationbetween writtenandsocial
skills, andpresentsabrief overview of whatthestudents will bedoing.
10.The finding for Eight-gradepretest reading results forbothtraditional (Group
A) and experimental (Group B) classrooms was indicated that both group
had increase inacademic achievement, so an independentsamplestest was
conductedto determine if thegrowthgained was causedbythetreatment of
DI andnotsimplybecause ofeffectiveteaching.
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11.There wasnotasignificantdifference in theachievementbetweenstudents
who were taught in the classroom where DI wasemployedand those who
weretaught inthe regular classroom whereno DI wasemployed.
12. However, theequal gain inthescores forbothgroups canbeusedto verifythat teachers and the leadership in this school promote effective and
appropriate instructional strategies inapositive learningenvironment.
13. Certainparts of DI andmulticultural educationareuseful inaddressing the
needs ofstudents fromdiversebackgrounds.
14.Theprofeional developmentat thisschool isdirectly related to instruction.
Theteachers responseto thisstatement wasagainstronglyagree. Theuse
of the DI model began in the general education classroom. Initially, this
application addressed students who were considered gifted but not
sufficiently challenged inthegeneral education classroomsetting.
15. Parentandhomeenvironment iueare important to studentachievement.
The teachers stronglyagreed with this tatementbecause it suggested the
importance ofaneducatedandhighlyproductivepopulation. Whenparentsare involved, it enhances the students confidence and it has been
substantiated by research that students do better when their parents are
supportive, encouraging, and involved withtheirstudents.
16.Theteacheratthisschool also seek learningstrategies from outside ofthis
district. Thi meant that teacher learning needs to respond to an ever
changingstudentbodyandsociety. This is one ofthemost important issues
facingeducational policyandpractice.
17.To ensureeffectiveandappropriate instructional strategies, the leadership of
thisschool leadsthe way inpromotingapositive learningenvironment. It can
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be clearlynotedthatstudentmotivation isamustandthateach childmustbe
guidedto learnandprogress onan individuals level andpace.
18.Theactual practices of DI strategies werebased onthemultiple intelligences
that framedeachstudents learningstyleand wereeffective inallowing the
teacherto teachto a variety of learningstyles, causingacademic growth. This
strategyhasadirect impact onstudentgrowthbecause itallowsthestudent
to be creative indemonstrating whathasbeen learnedand whatproduct will
beusedto demonstrateunderstanding.
19.Theactual practices of DI inelementaryschoolsarenot widelyutilizedbut
canbeeffectivemeans ofachievement forboth studentand teacher when
used properly. Students are highly motivated when they are given
responsibility fortheir own learning. Students learnbetter when theyarenot
kept in a box situation but are allowed to comprehend and react to their
learningbased ontheirpreferred learningstyles.
20. Fromthisstudyalone, teachertrainingand collaboration in DI isa welcomed
andmuchneeded tool to assist teachers inmoving their students forward.
The impact of theprofessional development was viewedasa critical part of
teacherpreparednessandefficiency inusing DI strategies. Some teachers
shyaway from DI because it isperceivedasdifficult lessonplanning. Many
teachersstill prefertraditional instruction.
21. DI gives thestudent freedom to be creativeanddemonstrative inselecting
andproducingproductsthat werebased onthe instructional objectiveandthe
students learningstyle whichmotivatesthestudentsto projectself-identity intheir work.
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SUMMARIZATION
1. To develop successful learners, teachers must ensure that the student
understandstheparticulartaskathand.
According to Fisher and Frey (2008), teachersshouldexplain, not tellstudents
about asinstructionalstrategies (p. 32).
2. All teachers are required to give proof of their teaching success because the
requirements forstandard-based curriculaandassessment forall studentshave
changedthedirection ofeducation reform.
According to Forsten, Grant, & Hollas, 2002) Asetofgoodmodels beingusedfor
meeting these requirements is DI, awareness of universal design for learning,
andmulticulturaleducation.
3. All teachersmuststrugglingto crafttheir instructionto individual studentneeds.
They were trying to provide the right level of challenge forall students in their
class.
According to (Benjamin, 2003) Every teachers were differentiating their
instruction.
4. Profeional development at the school is directly related to instruction and
applicationaddressed students who were consideredgiftedbutnot sufficiently
challenged inthegeneral education classroomsetting.
According to (Tomlinson, 2000) Thediversityinclassroomscame about with the
introduction of inclusion of students with disabilities and because of this the
realityabilities.
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5. The Instruction is must directly related to a student learning preferences
especially in learningstylebecause itsdefinedasthepreferred way of learning
foreach individual.
According to Smutny, 2003; This learning preference, as well as the previous
two, can be tiedtogether to produce aneffectivegroup.
6. Provided a profeional development on various learning activities as
continuouslyprovidedattheschool and playedaneential role. chool leader
couldaccess theseprofeional developmentevents to relay changesneeded
andto offerthetraining requiredto makethese reformsa reality. All staffshould
accessto theseprofessional development.
According to Wright, 1999 ; it wasimportant that allprofessionalsconcernedhad
access to active and systematic professionaldevelopment to achieve such an
understandingand to addre thelearningneedsofallstudents asenvisionedin
the chool-to-WorkOpportunitiesActof1994.
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ii
REFERENCES
Benjamin, A. (2002). Differentiatedinstruction:Aguideformiddle andhighschool
teachers. Larchmont, NY: Eye on Education.
Boyle, B., White, D., & Boyle, T. (2004). A longitudinal study of: WhatmakesProfessional developmenteffective?Curriculum Journal, 15(1), 46-68.
Richardson, D. K. (2007). Differentiatedinstruction:Astudyofimplementation.(Doctoral dissertation, Capella University, 2007). DissertationAbstracts. (UMINo. 3251344)
Norasiah, Nor Risahjamilah, Rosnah (2009). TeknologiDalam Pengajarandanpembelajaran, Penerbitan Multimedia Sdnbhd). Puchong, Selangor.