How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2024-08-22 DOI:10.1007/s11218-024-09945-9

Juan Cai, Qingyun Wen, Meijie Bi, Koen Lombaerts

引用次数: 0

Abstract

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.

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通用学习设计（UDL）与差异化教学（DI）的关系：成长心态和教师实践因素的中介作用

全纳教育对人权和可持续发展至关重要，其重点是融合不同需求和能力的学生，并增强他们的能力。了解 "通用学习设计"（UDL）与 "差异化教学"（DI）之间的相互作用，是教育工作者和相关人员有效实施全纳战略的关键。然而，在探索这种关系的实证研究方面还存在着巨大的差距。因此，本研究考察了一个结合了成长心态和实践因素（持续评估和灵活分组）的拟议模型，该模型解释了 UDL 与 DI 的关系。研究采用结构方程模型分析了 647 名在职教师的数据。研究结果表明，独立的实践因素以及与成长型思维相结合的实践因素完全调节了 UDL 与 DI 之间的关系。本文阐述了研究界、教师和教师教育工作者实施 UDL 和 DI 的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.