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Inclusive Instructional Practice

References


Astleitner, H. (2005). Principles of effective instruction -- General standards for teachers and instructional designers. Journal of Instructional Psychology, 32(1), 3–8.

Ball, D., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.

Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 81–100). London, UK: Sage.

Frattura, E. M., & Capper, C. A. (2007). Leading for social justice: Transforming schools for all learners. Thousand Oaks, CA: Corwin Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Marzano, R. J., Pickering, D., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Maughan, S., Teeman, D., & Wilson, R. (2012). What leads to positive change in teaching practice? Slough, UK: National Foundation for Educational Research (NFER) Programme: Developing the Education Workforce. Retrieved from https://www.nfer.ac.uk/publications/rctl01/rctl01.pdf

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST.

Rowan, B., Correnti, R., & Miller, R. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects study of elementary schools. Philadelphia, PA: Consortium for Policy Research in Education

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, VA: ASCD.

This Foundational Concept can be found in the following module pages: