The differential influence of instructional context on the academic engagement of students with behavior problems

By Jean A. Baker, Teresa P. Clark, Kimberly S. Maier, Steven G. Viger. 2008

89 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/de178376c8b935d3186cc6cc491cd32fd80227e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Katz

In Developmental and Educational Psychology

1. J. Katz

In Education

1. J. Katz

Citations in the corpus

• Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “Higher levels of differentiated tasks and small group work have been shown to increase engagement and thus are critical to the academic inclusion of diverse learners (Baker et al. 2008; Fredricks, Blumenfeld, and Paris 2004).”
• THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION (2013, background): “Past research exploring underlying factors influencing student engagement has identified relationships between type of task and grouping structures and engaged behavior (Baker et al., 2008).”