Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning

Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning

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Outcomes related to academic and social engagement for boys identified by their teachers as being disengaged and requiring tier two instructional supports were investigated when the Three Block Model of Universal Design for Learning (Katz, 2012a) was implemented. The mixed-methods study involved tw...

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Bibliographic Details
Main Author: Glass, Theresa
Other Authors: Katz, Jennifer (Education Administration, Foundations & Psychology)
Published: 2013
Subjects:
Boys
Engagement
UDL
Social/Emotional Learning
Respecting Diversity
Online Access:http://hdl.handle.net/1993/17596
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spelling ndltd-MANITOBA-oai-mspace.lib.umanitoba.ca-1993-175962014-01-31T03:37:09Z Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning Glass, Theresa Katz, Jennifer (Education Administration, Foundations & Psychology) Freeze, Rick (Education Administration, Foundations & Psychology) Lutfiyya, Zana (Education Administration, Foundations & Psychology) Smith, Karen (Curriculum, Teaching and Learning) Boys Engagement UDL Social/Emotional Learning Respecting Diversity Outcomes related to academic and social engagement for boys identified by their teachers as being disengaged and requiring tier two instructional supports were investigated when the Three Block Model of Universal Design for Learning (Katz, 2012a) was implemented. The mixed-methods study involved twelve grade 3 boys and their teachers in a rural school division in Manitoba, who were divided into treatment and control groups. Students were assessed pre and post intervention for the development of general self-esteem, academic self-esteem, liking of school, enjoyment of school, and engaged behaviour. Ecobehavioral measures of task assigned, groupings, and interactions were also taken. Data were collected and analyzed using both thematic analysis for qualitative data and a MANCOVA for quantitative analysis. The intervention significantly increased students’ engaged behaviour, particularly active engagement and promoted social engagement through increased peer interactions, student autonomy, and inclusivity. 2013-03-12T16:02:43Z 2013-03-12T16:02:43Z 2013-03-12 http://hdl.handle.net/1993/17596
collection NDLTD
sources NDLTD
topic Boys
Engagement
UDL
Social/Emotional Learning
Respecting Diversity
spellingShingle Boys
Engagement
UDL
Social/Emotional Learning
Respecting Diversity
Glass, Theresa
Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
description Outcomes related to academic and social engagement for boys identified by their teachers as being disengaged and requiring tier two instructional supports were investigated when the Three Block Model of Universal Design for Learning (Katz, 2012a) was implemented. The mixed-methods study involved twelve grade 3 boys and their teachers in a rural school division in Manitoba, who were divided into treatment and control groups. Students were assessed pre and post intervention for the development of general self-esteem, academic self-esteem, liking of school, enjoyment of school, and engaged behaviour. Ecobehavioral measures of task assigned, groupings, and interactions were also taken. Data were collected and analyzed using both thematic analysis for qualitative data and a MANCOVA for quantitative analysis. The intervention significantly increased students’ engaged behaviour, particularly active engagement and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.
author2 Katz, Jennifer (Education Administration, Foundations & Psychology)
author_facet Katz, Jennifer (Education Administration, Foundations & Psychology)
Glass, Theresa
author Glass, Theresa
author_sort Glass, Theresa
title Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
title_short Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
title_full Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
title_fullStr Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
title_full_unstemmed Creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
title_sort creating learning environments for disengaged boys: bridging the gender gap with universal design for learning
publishDate 2013
url http://hdl.handle.net/1993/17596
work_keys_str_mv AT glasstheresa creatinglearningenvironmentsfordisengagedboysbridgingthegendergapwithuniversaldesignforlearning
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