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ERIC Number: EJ1451125
Record Type: Journal
Publication Date: 2024-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
How Universal Design for Learning (UDL) Is Related to Differentiated Instruction (DI): The Mediation Role of Growth Mindset and Teachers' Practices Factors
Juan Cai; Qingyun Wen; Meijie Bi; Koen Lombaerts
Social Psychology of Education: An International Journal, v27 n6 p3513-3532 2024
Inclusive education, crucial for human rights and sustainable development, focuses on integrating and empowering students of varying needs and abilities. Understanding the interaction between Universal Design for Learning (UDL) and Differentiated Instruction (DI) is key for educators and stakeholders to implement inclusive strategies effectively. Yet, there is a significant gap in empirical research exploring this relationship. Therefore, this study examined a proposed model combining growth mindset and practice factors (ongoing assessment and flexible grouping), which explained how UDL is related to DI. Structural equation modeling was used to analyze data from 647 in-service teachers. The findings showed that practice factors independently and in combination with a growth mindset fully mediated the relationship between UDL and DI. The implications for the research community, teachers, and teacher educators to implement UDL and DI are presented.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A