ERIC Number: ED568725
Record Type: Non-Journal
Publication Date: 2012-Dec
Abstractor: As Provided
Reference Count: N/A
A Research Reader "in" Universal Design for Learning
Rappolt-Schlichtmann, Gabrielle, Ed.; Daley, Samantha G., Ed.; Rose, L. Todd, Ed.
Harvard Education Press
This fascinating and inventive book surveys the UDL research field in comprehensive detail while pointing in--imaginative and necessary ways--to crucial research undertakings yet to come. In recent years there has been heightened interest in Universal Design for Learning (UDL), particularly within the worlds of education policy and practice. As a framework that reduces barriers and maximizes learning opportunities for all students, UDL provides a powerful and comprehensive answer to the growing call for more "personalized" curricular materials that can accommodate the full diversity of learners and teachers within the education system. This book considers the major research areas that underlie UDL and call out for further exploration in the years ahead. Each of the books six chapters includes a groundbreaking article that is centrally related to the larger UDL project, along with reflections on that article by contemporary researchers. As David H. Rose notes in his afterword, "the authors of this collection have set out to do more than revitalize and illuminate the foundations of UDL. They have set out also to prepare the field--to set the context--for the kind of research that needs to come now." The book opens with a Foreword by Chris Dede and an Introduction by Gabrielle Rappolt-Schlichtmann, Samantha G. Daley, and L. Todd Rose. The chapters are: Chapter 1: Learning Is Social and Contextual (A conversation with Jeremy Roschelle), and The Child and the Curriculum (John Dewey). Chapter 2: Constructivism, with Constraints (A conversation with Howard Gardner), and The Unschooled Mind: Why Even the Best Students in the Best Schools May Not Understand (Howard Gardner); Chapter 3: Emotion and Cognition are Co-Regulated (A conversation with Mary Helen Immordino-Yang), and On the Interdependence of Cognition and Emotion (Justin Storbeck and Gerald L. Clore). Chapter 4: The Dynamics of Scaffolding (A conversation with Kurt W. Fischer) and The Dynamics of Competence: How Context Contributes Directly to Skill (Kurt W. Fischer, Daniel H. Bullock, Elaine J. Rotenberg, and Pamela Raya). Chapter 5: Learning from Outliers (A conversation with Michael Russell) and On the Roles of External Knowledge Representations in Assessment Design (Robert J. Mislevy, John T. Behrens, Randy E. Bennett, Sarah F. Demark, Dennis C. Frezzo, Roy Levy, Daniel H. Robinson, Daisy Wise Rutstein, Valerie J. Shute, Ken Stanley, and Fielding I. Winters). Chapter 6: Modeling Variability (A conversation with Paul van Geert), and Focus on Variability: New Tools to Study Intra-Individual Variability in Developmental Data (Paul van Geert and Marijn van Dijk). The book concludes with an Afterword by David H. Rose, Acknowledgments, sections about the editors and contributors, and an Index.
Descriptors: Access to Education, Educational Research, Social Influences, Context Effect, Student Needs, Curriculum Development, Constructivism (Learning), Comprehension, Emotional Response, Cognitive Processes, Scaffolding (Teaching Technique), Competence, Knowledge Representation, Test Construction, Individual Differences, Student Characteristics
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Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: Harvard University, Graduate School of Education