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Overarching Research for Guidelines 3.0

Explore research that was used to develop overarching themes across UDL Guidelines 3.0.

Learner Agency

Adair, J. K. (2014). Agency and expanding capabilities in early grade classrooms: What it could mean for young children. Harvard Educational Review, 84(2), 217-241.

Barnes, J. (2020). Promoting student agency in writing. The Reading Teacher, 73(6), 789-795.

Bond, B. (2019). International students: Language, culture and the ‘performance of identity’. Teaching in Higher Education.

Brown, A. L., Metz, K. E., & Campione, J. C. (2013). Social interaction and individual understanding in a community of learners: The influence of Piaget and Vygotsky. In A. Tryphon & J. Vonèche (Eds.), Piaget- Vygotsky: The social genesis of thought (pp. 145-170). Psychology Press.

Campano, G., Ghiso, M. P., Badaki, O., & Kannan, C. (2020). Agency as collectivity: Community-based research for educational equity. Theory into practice, 59(2), 223-233.

Charteris, J. (2016). Envisaging agency as discourse hybridity: A Butlerian analysis of secondary classroom discourses. Discourse: Studies in the Cultural Politics of Education, 37(2), 189-203.

Charteris, J., & Smardon, D. (2018). A typology of agency in new generation learning environments: Emerging relational, ecological and new material considerations. Pedagogy, Culture & Society, 26(1), 51-68.

Clark, J., & Nye, A. (2017). ‘Surprise Me!’The (im) possibilities of agency and creativity within the standards framework of history education. Educational Philosophy and Theory, 49(6), 656-668.

Clouder, L., Cawston, J., Wimpenny, K., Mehanna, A. K. A., Hdouch, Y., Raissouni, I., & Selmaoui, K. (2019). The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa. Studies in Higher Education, 44(8), 1344-1357.

Code, J. (2020, February). Agency for learning: Intention, motivation, self-efficacy and self-regulation. In Frontiers in education (Vol. 5, p. 19). Frontiers Media SA.

Coenraad, M., Weintrop, D., Eatinger, D., Palmer, J., & Franklin, D. (2021). Identifying youths’ spheres of influence through participatory design. Designs for Learning, 13(1).

Dover, A. G., & Rodriguez-Valls, F. (2018). Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms. International Journal of Multicultural Education, 20(3), 59-79.

Espinoza, M. L., Vossoughi, S., Rose, M., & Poza, L. E. (2020). Matters of participation: Notes on the study of dignity and learning. Mind, Culture, and Activity, 27(4), 325–347.

Fackler, A. K., Adah Miller, E., & Li, T. (2024). Promoting meaningful and equitable modeling practices: Developing agency, using diverse ways of knowing, and collaborating to build knowledge through modeling practices. Science and Children, 61(1), 25-31.

Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139-160.

Flint, A. S., & Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254-264.

Ford, M. J., Fatehiboroujeni, S., Fisher, E. M., & Ritz, H. (2023). A Hands-On Guided-Inquiry Materials Laboratory That Supports Student Agency. Advances in Engineering Education, 11(1), 77-104.

Gade, S., & Forsgren, T. L. (2019). Realizing transformative agency and student identity: meaningful practical activity based formative intervention at grade eight. Cultural Studies of Science Education, 14(4), 897-914.

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Im, S., & Martin, S. N. (2015). Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom. Asia-Pacific Journal of Teacher Education, 43(4), 355-369.

Kilgore, D. W. (1999). Understanding learning in social movements: A theory of collective learning. International Journal of Lifelong Education, 18(3), 191-202.

Kinzie, J., Silberstein, S., McCormick, A. C., Gonyea, R. M., & Dugan, B. (2021). Centering racially minoritized student voices in high-impact practices. Change: The Magazine of Higher Learning, 53(4), 6-14.

Ko, D., Bal, A., Çakir, H. I., & Kim, H. (2021). Expanding transformative agency: Learning lab as a social change intervention for racial equity in school discipline. Teachers College Record, 123(2), 1-42.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Lee, S., Russell, J., Campbell, T., & Lee, O. (2022). Student agency through engineering. Science and Children, 59(3), 44-51.

Lo, M. T., & Ruef, J. L. (2020). Student or Teacher? A look at how students facilitate public sensemaking during collaborative groupwork. Journal of Urban Mathematics Education, 13(1), 15-33.

Mameli, C., Caricati, L., & Molinari, L. (2020). That’s not fair! The effects of teacher justice and academic achievement on Self and Other’s resistant agency. British Journal of Educational Psychology, 90(4), 933-947.

Matsumoto, Y. (2021). Student self‐initiated use of smartphones in multilingual writing classrooms: Making learner agency and multiple involvements visible. The Modern Language Journal, 105(S1), 142-174.

McQueen, R. (2022). Enhancing student agency in the primary music classroom through culturally responsive practice. Teachers and Curriculum, 22(2), 89-98.

Nasir, N. I. (2011). Racialized identities: Race and achievement among African American youth. Stanford University Press.

Nieminen, J. H., Tai, J., Boud, D., & Henderson, M. (2022). Student agency in feedback: Beyond the individual. Assessment & Evaluation in Higher Education, 47(1), 95-108.

Nieminen, J. H., & Tuohilampi, L. (2020). ‘Finally studying for myself’–examining student agency in summative and formative self-assessment models. Assessment & Evaluation in Higher Education, 45(7), 1031-1045.

Neugebauer, P., & Prediger, S. (2023). Quality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding. International Journal of Science and Mathematics Education, 21(3), 811-834.

Ober, T. M., Lehman, B. A., Gooch, R., Oluwalana, O., Solyst, J., Phelps, G., & Hamilton, L. S. (2023). Culturally responsive personalized learning: recommendations for a working definition and framework. ETS Research Report Series, 2023(1), 1-14.

OECD. (2019). Student agency for 2023. Retrieved from https://search.oecd.org/education/2030-project/teaching-and-learning/learning/student-agency/Student_Agency_for_2030_concept_note.pdf *

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.

Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Petray, M. J., Shapiro, R., & Vega, G. M. (2021). Foundations of Linguistics and Identity in L2 Teaching and Learning: Agency through Linguistic Enrichment, Differentiated Instruction, and Teacher Identity. International Journal of Curriculum and Instruction, 13(3), 2101-2127.

Restani, R. (2021). Practitioner Research: Reflecting on Minoritised Student Agency in a Reform-Based Secondary Mathematics Classroom. Mathematics Teacher Education and Development, 23(1), 32-53.

Riggs, R. (2022). The Digital Literacy Action Plan: A Strategy for Differentiation and Learner Agency in Digital Literacy Instruction. Adult Literacy Education, 4(1), 36-42.

Stolp, E., Moate, J., Saarikallio, S., Pakarinen, E., & Lerkkanen, M. K. (2022). Teacher beliefs about student agency in whole-class playing. Music Education Research, 24(4), 467-481.

Sullivan, P., Bobis, J., Downton, A., Feng, M., Livy, S., Hughes, S.,McCormick, M. & Russo, J. (2020). Characteristics of learning environments in which students are open to risk taking and mistake making. Australian Primary Mathematics Classroom, 25(2), 3-8.

Tsai, Y. S., Perrotta, C., & Gašević, D. (2020). Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics. Assessment & Evaluation in Higher Education, 45(4), 554-567.

Vaughn, M. (2020). Where to from here: Fostering agency across landscapes. Theory Into Practice, 59(2), 234-243.

Vaughn, M., Jang, B. G., Sotirovska, V., & Cooper-Novack, G. (2020). Student agency in literacy: A systematic review of the literature. Reading Psychology, 41(7), 712-734.

von Duyke, K., & Matusov, E. (2016). Flowery math: a case for heterodiscoursia in mathematics problems solving in recognition of students’ authorial agency. Pedagogies: An International Journal, 11(1), 1-21.

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389.

Learner-centered

Barringer, D. F., Olmstead, A., & Maldonado, A. (2020, January). Benefits of a student-led astronomy club: lessons to inform instructional design. Proceedings of the Physics Education Research Conference.

Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)? Educational Psychology Review, 33(4), 1675-1715.

Breunig, M. (2017). Experientially learning and teaching in a student-directed classroom. Journal of Experiential Education, 40(3), 213-230.

Burke, C. C. (2022). Acknowledging our student’s souls: A case for creating an equity-focused syllabus. Contemporary Justice Review, 25(3-4), 221-244.

Callahan, R. M., Humphries, M., & Buontempo, J. (2021). Making meaning, doing math: high school English learners, student-led discussion, and math tracking. International Multilingual Research Journal, 15(1), 82-103.

Duncheon, J. C., & Relles, S. R. (2019). Brokering college opportunity for first-generation youth: The role of the urban high school. American Educational Research Journal, 56(1), 146-177.

Gardner, M. K., & Scarth, K. (2020). The tree of community knowledge and engagement. Gateways: International Journal of Community Research and Engagement, 13(1), 1-19.

Im, S., & Martin, S. N. (2015). Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom. Asia-Pacific Journal of Teacher Education, 43(4), 355-369.

Kang, H., & Noh, S. (2020). The effects of science teaching and learning using student-led instructional strategies on elementary school students' science core competencies. Journal of Korean Elementary Science Education, 39(2), 228-242.*

Kozikoglu, I. (2019). Analysis of the studies concerning flipped learning model: a comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-868.

Martinsone, B., Di Sano, S., D’Elia, P., & La Salle-Finley, T. (2023). A conceptual framework for sustainable promotion of a positive school climate: Context, challenges, and solutions. Journal of Teacher Education for Sustainability, 25(1), 64-85.

Messiou, K., & Lowe, A. (2023). Developing student-researchers in primary schools through inclusive inquiry. Educational Action Research, 1-16.

Minor, C. (2020). We got this: Equity, access, and the quest to be who our students need us to be. Heinemann.*

Morrison, C. D. (2014). From ‘sage on the stage ’to ‘guide on the side’: A good start. International Journal for the Scholarship of Teaching and Learning, 8(1).

Ramanathan, G., Carter, D., & Wenner, J. (2022). A framework for scientific inquiry in preschool. Early Childhood Education Journal, 50(7), 1263-1277.

Raufelder, D., & Kulakow, S. (2021). The role of the learning environment in adolescents’ motivational development. Motivation and Emotion, 45(3), 299-311.

Tucker, C.R. & Novak, K. (2022). The Shift to Student-Led: Reimagining Classroom Workflows with UDL and Blended Learning. IMPress Books.

Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, 104415.