Academic Achievement of Diverse K-12 Students in Inclusive Three-Block Model Classrooms

Autor/inn/en	Katz, Jennifer; Sokal, Laura; Wu, Amery
Titel	Academic Achievement of Diverse K-12 Students in Inclusive Three-Block Model Classrooms
Quelle	In: International Journal of Inclusive Education, 25 (2021) 12, S.1391-1409 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1613450
Schlagwörter	Academic Achievement; Diversity; Inclusion; Access to Education; Models; Minority Group Students; Critical Thinking; Elementary School Students; Middle School Students; Junior High School Students; Indigenous Populations; Students with Disabilities; English Language Learners; Scoring Rubrics + Suchen Sie Ihr Suchwort? Schulleistung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Analogiemodell; Kritisches Denken; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Junior High Schools; Sekundarstufe I; Sinti und Roma; Disability; Disabilities; Studentin; Behinderung; Scoring formulas; Auswertungsbogen
Abstract	The academic achievement of diverse kindergarten to grade 12 students in inclusive classrooms implementing the Three-Block Model (TBM) of universal design for learning was investigated. Fifty-one teachers and 684 of their students, including students with disabilities, students who were English language learners (ELL), and Indigenous students, participated in treatment and control groups. Results indicated significant differences between the two groups on measures of academic achievement, as reflected in a rubric that assessed levels of critical thinking. This was the case for typically developing students as well as those in the three subgroups, with large effect sizes in all cases. These findings suggest that the combination of social and emotional programming with universally designed instruction holds promise for improving the academic achievement of a broad spectrum of learners. Results are discussed in regards to implementation and training needs, and recommendations are made for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01