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.