أولاً: المراجع العربیة:
توفیق احمد مرعی، و محمد محمود الحیلة (2004): المناهجالتربویةالحدیثة، مفاهیمهاوعناصرهاوأسسهاوعملیاتها ، عمان، الأردن، دار المسیرة للنشر والتوزیع والطباعة.
جابر عبد الحمید )ینایر 2003): الذکاءات المتعددة و التربیة الخاصة، مجلة العلوم التربویة، عدد خاص عن التربیة الخاصة، 227-235.
جابر عبد الحمید جابر (2005): حجرةالدراسة الفارقةوالبنائیة، عالم الکتب، القاهرة.
جابر, عبد الحمید (1999): استراتیجیات التدریس والتعلم، ط1، القاهرة، دار الفکر العربی .
جیهان أحمد محمود الشافعی (2013): فاعلیة استراتیجیات تنویع التدریس فی تنمیة بعض المهارات الحیاتیة والدافعیة للإنجاز فی مادة العلوم لدى طلاب المرحلة الإعدادیة، دراسات عربیة فی التربیة وعلم النفس (ASEP)، ع (41)، ج (3)، 12- 48.
حاتم محمد مرسی (2015): فاعلیة مدخل التدریس المتمایز فی تدریس العلوم على تنمیة المفاهیم العلمیة والاتجاه نحو العلوم لدى تلامیذ المرحلة الابتدائیة بالمملکة العربیة السعودیة، مجلة التربیة العلمیة، ع1، مج 18، 219-256.
ذوقان عبیدات، سهیلة أبو السمید (2009): إستراتیجیاتالتدریسفیالقرنالحادی والعشریندلیلالمعلموالمشرفالتربوی، ط2، عمان، الأردن، دیبونو للطباعة والنشر والتوزیع.
روبرت مارزانو، و آخرون (2004): أبعاد التعلم، ترجمة جابر عبد الحمید، صفاء الأعسر، القاهرة، عالم الکتب.
سالم سایمان حمد الجعافرة (2007): العلاقة بین الذکاءات المتعددة لدى الطلبة المعاقین سمعیاً ومتغیرات درجة الإعاقة والجنس والعمر، رسالة ماجستیر غیر منشورة، کلیة الدراسات التربویة العلیا، جامعة عمان العربیة للدراسات العلیا، عمان، الأردن.
عدنان علی محمد البدور (2004): أثر استخدام استراتیجیات الذکاءات المتعددة فی تدریس العلوم فی التحصیل واکتساب عملیات العلم لدى طلبة الصف السابع الأساسی. رسالة دکتوراه غیر منشورة، جامعة عمان العربیة للدراسات العلیا، عمان، الأردن.
غیثان صالح العمری (2009): مشکلات تطبیق مناهج التعلیم العام فی معاهد وبرامج الأمل الابتدائیة للصم بمدینة جدة من وجهة نظر المعلمین والإداریین، رسالة ماجستیر غیر منشورة، کلیة التربیة، جامعة الملک سعود، الریاض.
فایز محمد عبد الکریم المهداوی (2014): أثر استخدام استراتیجیة التدریس المتمایز فی تنمیة التحصیل لمقرر الأحیاء لدى طلاب الصف الثانی الثانوی، رسالة ماجستیر غیر منشورة، کلیة التربیة، جامعة أم القرى.
کوثر حسنین کوجثک و آخرون (2008): تنویع التدریس فی الفصل: دلیل المعلم لتحسین طرق التعلیم والتعلم فیمدارسالوطنالعربی، بیروت، مکتب الیونسکو الاقلیمی للتربیة فی الدول العربیة.
محسن علی عطیة (2009): الجودةالشاملةوالجدیدفیالتدریس، عمان، الأردن، دار صفاء للنشر والتوزیع.
میرفت سلیمان عرام (2012): أثر استخدام استراتیجیة (K-W-L) فی اکتساب المفاهیم ومهارات التفکیر الناقد فی العلوم لدى طالبات الصف السابع الأساسی، رسالة ماجستیر غیر منشورة، کلیة التربیة، الجامعة الإسلامیة – غزة.
ناصر حمد البراهیم (2003): المشکلات التی تواجه مدیری المدارس الملحق بها فصول دمج المعوقین سمعیاً بوزارة المعارف، رسالة ماجستیر غیر منشورة، کلیة التربیة، جامعة الملک سعود، الریاض.
ثانیاً: المراجع الأجنبیة:
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 81: 261-271.
Anderson, C.W.(1987). Incorporating recent research on learning into the process of science curriculum development. Commissioned paper for the Biological Science Curriculum Study. East Learning. MI: College of Education, Michigan State University.
Anderson, C.W., & Roth, K.J. (1989). Teaching for meaningful understanding and self-regulated learning of science. In J. Brophy (Ed.), Teaching for meaningful understanding and self-regulated learning (pp.265-309). Greenwich, CT: JAI Press.
Anderson, K.M. (2007).Differentiating instruction to include all students. Preventing School Failure, 51 (3): 49-57.
Andrews, J. F., Leigh, I. W. & Weiner, (2004). Deaf People: Evolving Perspectives from Psychology, Education and Sociology. Pearson Education Inc.
Armstrong, T, (2000), Multiple intelligences in the classroom. (2"'' edition) Alexandria, VA: Association for Supervision and Curriculum Development, Alexandria, Virginia USA.
Atwater, M.M. (1996). Social Constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33, pp 821-837.
Barlia, L. (1999). High school students’ motivation to engage in conceptual change learning in science. Unpublished doctoral dissertation, the Ohio State University, Ohio.
Barton, A. C. (2000). Crafting multicultural science education with pre-service teachers through service learning. Curriculum Studies, 32(6): 797-820.
Bat-Chava,Y. (1993). Antecedent of self-esteem in deaf people:A meta-analytic review. Rehabilitation Psychology, 38, 221-234.
Bat-Chava,Y. (2000). Diversity of deaf identities. American Annals of the Deaf, 145, 420-428.
Bauman, H.L., & Murray, J.M. (2009). Reframing: From Hearing Loss to Deaf Gain. Deaf Studies Digital Journal, 1:1-10.
Beam, A. P. (2009). Standards-based differentiation: Identifying the concept of multiple intelligence for use with students with disabilities. TEACHING Exceptional Children Plus, 5(4),Articles 1. Retrieved from http://escholarship.bc.e du/education/tecplus/vol5/iss4/art1.
Beeth, M.E. (1998). Facilitating conceptual change learning: The need for teachers to support metacognition. Journal of Science Teacher Education, 9 (1): 49-61.
Beeth, M.E., & Hewson, P.W. (1997, Septamber). Learning to learn science: Instruction that supports conceptual change. Paper presented at the First International Conference of European Science Education Research Association, Rome, Italy.
Benjamin, A. (2006). Valuing differentiated instruction. Leadership Compass, 3(3), Retrieved from www.eddigest.com
Blumenfeld, P.C., & Meece, J.L. (1988). Task factors, teacher behavior, and students involvement and use of learning strategies in science. The Elementary School Journal, 88 (3): 235-250.
Boekaerts, M. (2001). Context sensitivity: activated motivational beliefs, current concerns and emotional arousal. In S. Volet, & S. Jarvela (Eds.), Motivation in learning context: Theoretical advances and methodological implications (pp. 17–31). Amsterdam: Pergamon.
Braden, J.B. (1991). A meta-analytic review of IQ research with deaf persons. In: David S. Martin Advances in cognition, education, and deafness, Washington, DC. Gallaudet University Press.
Broderick, A., Mebta- Parekb, H., & Reid, D.K. (2005). Differentiating insyruction for disabled students in inclusive classrooms. Theory into Practice, 44(3): 194-202.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18: 200-215.
Brophy, J. (1987). Socializing student motivation to learn. In M.L. Maehr & D.A. Kleiber (Eds.), Advances in motivation and achievement, 1:181-210. Greenwich, CT: JAI Press.
Brophy, J. (2004). Motivating students to learn, 2nd ed., N.J: Lawrence Erlbaum Associates , Publishers.
Campbell, B. (2008). Handbook of differentiated Instruction Using the Multiple Intelligences lesson Plans and More. Boston: Pearson Education, Inc.
Cavas, P. (2011). Factor affecting the motivation of Turkish primary students for sciencelearning. Science Education International, 22(1): 31-42.
Chinn, C.A., & Brewer, W.F. (1998). An empirical test of the taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6): 623-654.
Clark, K. (2010). Helping the environment helps the human race: Differentiated instruction across the curriculum. Science Scope, 33(6), 36-41.
Debacker, T., & Nelson, R. (2000). Motivation to learn science: Differences related to gender, class type, and ability. Journal of Educational Research. 93, 245-254.
Driver, R. (1987). Changing conceptions. Paper prepared at the International Seminar, Adolescent Development and School Science, Kings College, London.
Druger, M. (2000). Creating a motivational learning environment in science: Adding a personal touch to the large lecture. Journal of College Science Teaching. 30, 222-224.
Duit, R., & Treagust, D. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671-688.
Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41: 1040-1048.
Ebenezer, J, V, & Zoller, U, (1993), Grade 10 Students' perceptions of and attitudes toward science teaching and school science. Journal of Research in Science Teaching, 30(2), 175-186.
Eccles, J., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. Elementary School Journal. 93, 553-574.
Eccles, L., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21: 215-225.
Ernest, M.E., Thompson, S.E., Heckaman, K.A., Hull, K., & Yates, Jamie. (2011). Effects and social validity of differentiated instruction on student outcomes for special educators. The Journal of International Association of Special Education, 12 (1):33-41.
Ferrier, A. M. (2007). The effects of differentiated instruction on academic achievement in a second-grade science classroom. Unpublished Doctoral Dissertation, Walden University, Minnesota, Dissertation/thesis number 3255550.
Flaherty, S., & Hackler, R. (2010). Exploring the effects of differentiated instruction and cooperative learning on the intrinsic motivational behaviors of elementary reading students. Retrieved from ERIC database. (ED509195)
Ford, D.Y., Alber, S.R., &Heward, W.L. (1998). Setting "motivation traps" for underachievers gifted students. Gifted Child Today Magazine, 21 (2): 28-33.
Gamble, H.W. (1985). A national survey of programs intellectually and academically gifted hearing impaired students. American Annals of the Deaf, 130(6): 508-513.
Gardner, H, (1995), Reflections on multiple intelligences. Phi Delta Kappan, 77(2), 200-208.
Goodnough, K. (2010). Investigating pre-service science teachers' developing professional knowledge through the lens of differentiated instruction. Research in Science Education, 40(2), 239-265.
Güvercin, O., Tekkaya, C. & Sungur, S. (2010). A cross age study of elementary students' motivation towards science learning.Hacettepe University Journal of Education, 39,233-243.
Haggerty, B. (1995). Nurturing intelligence: A guide to multiple intelligences theory and teaching. New York: Addison-Wesley.
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved January 23, 2015, from http://www.cast.org/system/galleries/download/ncac/ DifInstruc.pdf
Herzig M.P. (2009). Understanding the motivation of deaf adolescent latino struggling readers. Unpublished Doctoral Thesis, University of California, San Diego.
Hodson D.(2009).Teaching and learning about science language, theories, methods, history, traditions and values. Boston, Sense Publishers.
Holt, J.A. (1993).Stanford Achieuement test, 8th Edition: Reading Comprehenti -on Subgroup Results, American Annals of the Deaf, 138, 172-175.
Ivory, T.S.(2007). Improving mathematics achievement of exceptional learners through differentiated and peer-mediated instruction. Unpublished doctoral dissertation,Nova Southeastern University, Florida.
Johnsen, S.(2003). Adapting Instruction with Heterogeneous Groups.Gifted Child Today, 26(3): 5-6.
Juriševič, M., Glažar, S. A., Vogrinc, J., & Devetak, I. (2009). Intrinsic Motivation for Learning Science through Educational Vertical in Slovenia. Paper presented at the Fifth Biennal Self International Conference Enabling Human Potential: The Centrality of Self and Identity, Al Ain, United Arab Emirates.
Kaya, O, N,, Dogan, A,, Gökcek, N,, Kiliç, Z, & Kiliç, E, (2007, April) Comparing Multiple Intelligences Approach With Traditional Teaching on Eight Grade Students ' Achievement in and Attitudes toward Science. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.
Kaya, Q.N. (2008). How is a science lesson developed and implemented based on multiple intelligences theory?. Hacettepe University Journal of Education, 34, 155-167.
Kerinan, L. (2000).Lesson 1: What is Differentiated instruction? In Differentiating instruction, an ASCDPD online course. Alexandria , VA: Association for supervision and Curriculum Development.
Koeze , Patricia A ( 2007) Differentiated Instruction: The Effect On Student Achievement In An Elementary School . published thesis EdD .Eastern Michigan University .
Lang, H. G. & Propp, G. (1982). Science education for hearing impaired students. American Annals of the Deaf; 127, 860-869.
Lang, H. G. (2006). Science education for deaf students: Curriculum and instruction. In D. S. Martin and D.F. Moores (Eds.). Deaf Learners: Developments in Curriculum and Instruction. Washington, DC: Gallaudet University Press.
Lee, O. (`1997). Scientific Literacy for All: What Is It, and How Can We Achieve It? Journal of Research in Science Teaching, 34(3): 219-222.
Lee, O., & Anderson, C.W. (1993). Task management and conceptual change in middle school science classrooms, American Educational Research Journal, 30 (3): 585-610.
Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms.Journal of Research in Science Teaching, 33(3), 585–610.
Lemke, J. L. (2000). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38(3): 296-316.
Lewis, S., & Batts, K. (2005). How to implement differentiated instruction? Adjust, adjust, adjust. Journal of Staff Development, 26(4): 26-31.
Locke, E.A., & Latham, G.P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Printice Hall.
Lopez, D.M., & Schroeder, L. (2008).Designing strategies that meet the variety of learning styles of students. Unpublished master's thesis (An Action Research Project). Saint Xavier University. Chicago, Illinois.Pdf.
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science literacy in school and home contexts: Kindergarteners' science achievement and motivation. Cognition and Instruction, 31 (1): 62-119.
Mart, C.T. (2011). How to sustain student's motivation in a learning environment. Unpublished master's thesis. Ishik University, Erbil, Iraq.
Martin, A. J. (2002). Motivation and academic resilience: Developing a model of student enhancement. Australian Journal of Education, 46 (1): 34-49.
Mastropieri, M.A., Scruggs., Norland, J.J., Berkeley,S., McDuffie, K., Tornquist, E.H., & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and high-stakes tests. The Journal of Special Education, 40 (3): 130-137.
McIntosh, R. A., Sulzen, L., Reeder, K. & Kidd, D. H. (1994). Making Science accessible to Deaf students. American Annals of the Deaf , 5: 480-484.
McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: Is détente possible? Theory Into Practice, 44(3): 234-244.
Mertens, D.M. (1991). Instructional factors related to hearing impaired adolescents. Interest in Science Education, 75(4): 429-442.
Moores, D.F. (2001). Educating the deaf: psychology, principles, and practice. Boston: Houghton Mifflin Company.
Naidoo, S.S. (2008). Science education for deaf learners Educator perspectives and perceptions, Unpublished Master Thesis, School of Education, Faculty of Humanities, University of the Witwatersrand
Palmer, D. (2005). A Motivational View of Constructivist-informed Teaching, International Journal of Science Education. 27(15), 1853-1881.
Parasnis, I. (1997). Cultural identity and diversity in deaf education. American Annals of the Deaf,, 142, 72-79.
Patterson, J., Conolly, M., & Ritter, S. (2009). Restructuring the inclusion classroom to facilitate differentiated instruction. Middle School Journal, 41(1), 46-52.
Paul, P.V., & Quigley, S.P. (1994). Language and deafness. 2nd ed., San Diego: Singular Publishing Group, Inc.
Pintrich, P.R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82: 33-40.
Pintrich, P.R., & Schunk, D.H. (1996). Motivation in education: Theory, research, and applications. Columbus, Ohio: P rentice Hall.
Pintrich, P.R., Marx, R.W., & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63 (2): 167-199.
Pomeroy, D. (1994). Science education and cultural diversity.Mapping the field. Studies in Science education, 24, 49-73.
Reis, S. (2011). Why kids underachieve in school. Blogzulli. Retrieved from http:// Blogzulli.wordpress.com/.
Richards, M(2005) The Effects of Tiered Lessons on Lerning Gain in asecondary freshmen Esrth Science Course as Measured by Assessment performance . published Doctoral Dissertation of Education Dssertation, University of Northen Colorado
Scheetz, N. A. (2004). Psychosocial aspects of Deafness. Valdosta State University. Pearson Education, Inc.
Schiefele, U., & Rheinberg, F. (1997). Motivation and knowledge acquisition: Searching for mediating processes. In M. L. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement, vol. 10 (pp. 251–301). Greenwich: JAI Press.
Schunk, D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Seeley, K. (2004). Gifted and talented students at risk. Focus on Exceptional Children, 37(4):1-8.
Sevinc, B., ; Özmen, H., & Yiğit, N. (2011). Investigation of primary students’ motivation levels towards science learning. Science Education International, .22(3): 218-232.
Simpkins, P. M., Mastropieri, M.A., & Scruggs, T.E. (2009). Differentiated curriculum enhancements in inclusive fifth-grade science classes. Remedial and Special Education, 30 (5): 300-308.
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Education Research, 95(6), 323-332
Stinson,M. (1984). Research on motivation in educational setting: Implications for hearing impaired students. The Journal of Special Education, 18(2): 177-198.
Swanson, R.L. (1995). Toward the ethical motivation of learning. Education, 116(1), 43-50.
Tomlinson, C. (1999). The Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
Tomlinson, C. (2000). Reconcilable differences? Standards-Based teaching and differentiation. Educational Leadership, 58(1), 6–11.
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. Retrieved from ERIC database. (ED443572)
Tomlinson, C., & Allan, S. D. (2000). Leadership in differentiating schools and classrooms. Alexandria, VA: Association of Supervision and Curriculum Development. (ERIC Document Reproduction Service No. ED469218).
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum Development
Truax, , R.R., Foo, S.F., & Whitesell, K. (2004). Literacy learning: Meeting the needs of children who are deaf or hard of hearing with additional special needs. The Votta Review, 104(4): 307-326
Truax, R.R., & Kretschmer, R.R. (1993). Finding new voices in the process of meeting the needs of all children. Language Arts, 70, 592-601.
Tuan, Chin & Sheh (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 634-659.
Tuan, H.L., & Chin, C.C. (1999). Promoting junior high school students’ motivation toward physical science learning (I). Report for Taiwan National Research Council (NSC 88-2511- S018-013).
Tuan, H.L., & Chin, C.C. (2000). Promoting junior high school students’ motivation toward physical science learning (III). Report for Taiwan National Research Council (NSC 89-2511- S018-030).
Vaccari, C., & Marschark, M. (1997). Communicayion between parents and deaf children: Implication for social-emotional development. Journal of Child Psychology and Psychiatry, 38(7): 793-801.
VanSciver, J. H. (2005). NCLB fitfully fits differentiated instruction. Phi Delta Kappan, 86, 37-39.
Villanueva, M.G., & Hand, B. (2011). Science for All: Engaging students with special needs in and about science. Learning Disabilities Research & Practice, 26(4), 233–240.
Watters J. J. & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 277-313
Weinberg, A. E., Basile, C. G., & Albright, L. (2011). The Effect of an Experiential Learning Program on Middle School Students' Motivation toward Mathematics and Science. RMLE Online: Research In Middle Level Education, 35(3), 1-12.
Wigfield, A., Eccles, J., & Rodriguez, D. (1998). The development of childrens motivation in school context. Review of Research Education, 23: 73-118.
Willis, S. & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update. ASCD. Association of Supervision and Curriculum Development.
Winebrenner, S. & Berger, S. (1994). Providing curriculum alternatives to motivate gifted students. ERIC Clearinghouse on Disabilities and Gifted Education, 1-8. Retrieved from www.eric.ed.gov.
Wolters, C.A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281–300.
Wu, S.J., & Tuan, H.L. (2000). A case study of students’ motivation in a ninth grader physical science class. In: D. Fisher and J.H. Yang (Eds.). Proceedings of the Second Conference on Science, Mathematics and Technology Education (341–350). Perth: Curtin University of Technology.
Yager, R.E., & Hofstein, A. (1986). Feature of a quality curriculum for school science. Journal of Curriculum Studies, 18 (2): 133-146.
Yaman, S. & Dede, Y. (2007) Analyzing students’ motivation levels relating to science and technology and mathematics lessons in terms of some variables, Education Management in Theory and Practice, 52, 615-638
Yılmaz, H. & Çavaş, P. H. (2007). Reliability and validity study of the students’ motivation toward science learning questionnaire (in Turkish). Elementary Education Online, 6(3), 430-440.
Yoshinaga-Itano, C, & Sedey, A. (2000). Early speech development in children who are deaf or hard of hearing: Interrelationships with language and hearing. The Volta Review, 100(5), 181-212.
: مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية)', './data/jsrep/coversheet/cover_ar.jpg'))
مشاهدة على SCiNiTO