國立虎尾科技大學 |

A disciplined application of Universal Design for Learning (UDL) : = Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A disciplined application of Universal Design for Learning (UDL) :/
其他題名:	Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners.
作者:	Gravel, Jenna W.
面頁冊數:	1 online resource (346 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369981261

A disciplined application of Universal Design for Learning (UDL) : = Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners.
Gravel, Jenna W.

A disciplined application of Universal Design for Learning (UDL) :Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners. - 1 online resource (346 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--Harvard University, 2017.

Includes bibliographical references

This qualitative study used design-based research to explore how teachers can be supported to apply Universal Design for Learning (UDL) in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners. Using a purposive sampling strategy, I recruited three upper-elementary teachers who were interested in exploring the intersection of UDL and disciplinary thinking in ELA. This study occurred over eleven months and included three phases: 1) establishing a baseline for each teacher in terms of current practice and current understandings of UDL and disciplinary thinking; 2) collaboratively designing, implementing, and refining an individualized intervention with each teacher; and 3) reflecting on our collaboration. Data were collected throughout these phases via classroom observation, collection of instructional materials and student work, teacher interviews, and regular meetings. The analytical framework for this study joins CAST's UDL Guidelines and common themes of disciplinary thinking in ELA distilled from the literature and piloted in my qualifying paper. Data were analyzed to determine how teachers' practice, understandings, and beliefs evolved; how students' disciplinary thinking evolved; and which aspects of the interventions were useful in developing teachers' practice, understandings, and beliefs. A case study approach was used to dive deeply into each teacher's journey, and a cross-case analytic approach was used to uncover common and divergent themes. The findings underscore the potential synergy between UDL and disciplinary thinking and reveal the rich student thinking that is possible when UDL is leveraged for disciplinary aims. Further, the findings contribute to existing conversations on teacher change by exploring the influence of teachers' preexisting practices and beliefs on their learning trajectories and by identifying the factors and conditions of the interventions that facilitated teacher growth: developing the lenses to "see" evidence of student thinking, leveraging tools for specific aims, and attending to the affective nature of the learning process. Together, these findings have potential to inform leaders in schools, districts, and organizations who seek to support teachers to apply UDL to encourage all learners to engage in disciplinary thinking in ELA---and who seek to support teacher learning at a broader level as well.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369981261Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

A disciplined application of Universal Design for Learning (UDL) : = Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners.
LDR:03780ntm a2200337Ki 4500 001 918027
005 20181022132813.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369981261
035 $a (MiAaPQ)AAI10627414
035 $a (MiAaPQ)0084vireo:harvard145Gravel
035 $a AAI10627414
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gravel, Jenna W. $3 1192251
245 1 2 $a A disciplined application of Universal Design for Learning (UDL) : $b Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners.
264 0 $c 2017
300 $a 1 online resource (346 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Thomas Hehir.
502 $a Thesis (Ed.D.)--Harvard University, 2017.
504 $a Includes bibliographical references
520 $a This qualitative study used design-based research to explore how teachers can be supported to apply Universal Design for Learning (UDL) in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners. Using a purposive sampling strategy, I recruited three upper-elementary teachers who were interested in exploring the intersection of UDL and disciplinary thinking in ELA. This study occurred over eleven months and included three phases: 1) establishing a baseline for each teacher in terms of current practice and current understandings of UDL and disciplinary thinking; 2) collaboratively designing, implementing, and refining an individualized intervention with each teacher; and 3) reflecting on our collaboration. Data were collected throughout these phases via classroom observation, collection of instructional materials and student work, teacher interviews, and regular meetings. The analytical framework for this study joins CAST's UDL Guidelines and common themes of disciplinary thinking in ELA distilled from the literature and piloted in my qualifying paper. Data were analyzed to determine how teachers' practice, understandings, and beliefs evolved; how students' disciplinary thinking evolved; and which aspects of the interventions were useful in developing teachers' practice, understandings, and beliefs. A case study approach was used to dive deeply into each teacher's journey, and a cross-case analytic approach was used to uncover common and divergent themes. The findings underscore the potential synergy between UDL and disciplinary thinking and reveal the rich student thinking that is possible when UDL is leveraged for disciplinary aims. Further, the findings contribute to existing conversations on teacher change by exploring the influence of teachers' preexisting practices and beliefs on their learning trajectories and by identifying the factors and conditions of the interventions that facilitated teacher growth: developing the lenses to "see" evidence of student thinking, leveraging tools for specific aims, and attending to the affective nature of the learning process. Together, these findings have potential to inform leaders in schools, districts, and organizations who seek to support teachers to apply UDL to encourage all learners to engage in disciplinary thinking in ELA---and who seek to support teacher learning at a broader level as well.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Harvard University. $b Education Policy, Leadership, and Instructional Practice. $3 1192252
773 0 $t Dissertation Abstracts International $g 78-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10627414 $z click for full text (PQDT)