Júlia Griful-Freixenet
Datos Biográficos
| ID | 1605988 |
|---|---|
| NOMBRE | Júlia Griful-Freixenet |
| NOMBRES | Júlia |
| APELLIDO | Griful-Freixenet |
| FIRMA | GRIFUL-FREIXENET J |
| AFILIACIONES | Vrije Universiteit Brussel |
| ORCID | 0000-0001-9317-9617 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 37 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 3 |
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Toward More Inclusive Education
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservi…
Professional vision of inclusive classrooms
Connecting beliefs, noticing and differentiated teaching practices
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation of differentiated teaching practices have not been empirically explored. This study aims to explore…
Differentiated instruction
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to …
Higher education students with disabilities speaking out
The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perc…
Higher education students with disabilities speaking out
The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perc…
Differentiated instruction
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to …
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Toward More Inclusive Education
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservi…
Connecting beliefs, noticing and differentiated teaching practices
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation of differentiated teaching practices have not been empirically explored. This study aims to explore…
Higher education students with disabilities speaking out
The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for ‘all’ learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students’ perc…
Professional vision of inclusive classrooms
Connecting beliefs, noticing and differentiated teaching practices
The ability of identifying decisive classroom situations such as inclusive instructions, named ‘noticing’, has been identified as a crucial skill in the context of creating inclusive classrooms. To our knowledge, the associations between differentiated teacher beliefs (i.e. growth mindset and ethical compass), noticing abilities, and implementation of differentiated teaching practices have not been empirically explored. This study aims to explore…
Differentiated instruction
Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to …
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Toward More Inclusive Education
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservi…
Mathematics education (6 obras) · Pedagogy (6 obras) · Psychology (6 obras) · Computer Science (5 obras) · Teacher Education and Leadership Studies (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Disability Education and Employment (3 obras) · Mindset (3 obras) · Social Psychology (3 obras) · Universal Design for Learning (3 obras)