Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/35942
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dc.contributor.authorGriful-Freixenet, Julia-
dc.contributor.authorSTRUYVEN, Katrien-
dc.contributor.authorVantieghem, Wendelien-
dc.date.accessioned2021-11-29T17:07:34Z-
dc.date.available2021-11-29T17:07:34Z-
dc.date.issued2021-
dc.date.submitted2021-10-28T07:50:11Z-
dc.identifier.citationTEACHING AND TEACHER EDUCATION, 107 (Art N° 103503)-
dc.identifier.urihttp://hdl.handle.net/1942/35942-
dc.description.abstractThe interrelationship between UDL and DI has long been a topic of debate. This empirical study of pre service teachers has been carried out to explore underlying beliefs and practices about these two inclusive frameworks and to tap into their potential interrelationship. The results show that UDL and DI practices are different but highly interrelated. Both practices share important predictors (i.e., ongoing assessment, self-efficacy, self-regulation and motivation). However, flexible grouping was found to be a predictor of UDL only. Overall, UDL and DI are perceived as two complementary approaches with sufficient internal consistency to be integrated. (c) 2021 Elsevier Ltd. All rights reserved.-
dc.language.isoen-
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD-
dc.rights2021 Elsevier Ltd. All rights reserved.-
dc.subject.otherUniversal design for learning (UDL)-
dc.subject.otherDifferentiated instruction (DI)-
dc.subject.otherPre-service teacher education-
dc.subject.otherInclusive education-
dc.subject.otherQuantitative research-
dc.subject.otherStructural equation modelling-
dc.titleExploring pre-service teachers' beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction-
dc.typeJournal Contribution-
dc.identifier.volume107-
local.format.pages13-
local.bibliographicCitation.jcatA1-
dc.description.notesGriful-Freixenet, J (corresponding author), Vrije Univ Brussel, Dept Educ Sci, Pl Laan 2, B-1050 Brussels, Belgium.-
dc.description.notesjulia.griful.freixenet@vub.be-
local.publisher.placeTHE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND-
local.type.refereedRefereed-
local.type.specifiedArticle-
local.bibliographicCitation.artnr103503-
dc.identifier.doi10.1016/j.tate.2021.103503-
dc.identifier.isiWOS:000705206000007-
local.provider.typewosris-
local.uhasselt.uhpubyes-
local.description.affiliation[Griful-Freixenet, Julia; Struyven, Katrien; Vantieghem, Wendelien] Vrije Univ Brussel, Dept Educ Sci, Pl Laan 2, B-1050 Brussels, Belgium.-
local.description.affiliation[Struyven, Katrien] Hasselt Univ, Sch Educ Studies, Hasselt, Belgium.-
local.uhasselt.internationalno-
item.fullcitationGriful-Freixenet, Julia; STRUYVEN, Katrien & Vantieghem, Wendelien (2021) Exploring pre-service teachers' beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. In: TEACHING AND TEACHER EDUCATION, 107 (Art N° 103503).-
item.validationecoom 2022-
item.contributorGriful-Freixenet, Julia-
item.contributorSTRUYVEN, Katrien-
item.contributorVantieghem, Wendelien-
item.fulltextNo Fulltext-
item.accessRightsClosed Access-
crisitem.journal.issn0742-051X-
crisitem.journal.eissn1879-2480-
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