Abstract
This qualitative study utilized student self-reports to Differentiate Instruction by Faith at a Christian college in central, PA. A brief survey was administered to 21 students. The students were asked to report how they preferred to engage in gracious Christian worship while in class, based on their unique faith practices. Data demonstrates that an even distribution of students (n = 7) reported preferring the practices of public prayer, silent devotion, or inspirational passage readings. Results further support the use of Faith differentiation in the Christian college classroom.
Recommended Citation
Yacapsin, Maude S.
(2013)
"Faith: A New Component within Differentiated Instruction,"
Christian Perspectives in Education, 6(1).
Available at:
https://digitalcommons.liberty.edu/cpe/vol6/iss1/2