DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

Frontiers in Education

Volumn 6, Issue , 2021, Pages

  Pozas, Marcela ^a,b   Letzel, Verena ^c   Lindner, Katharina Theresa ^d   Schwab, Susanne ^d,e  

^a HUMBOLDT UNIVERSITY   (Germany)

^b UNIVERSIDAD DE MONTERREY   (Mexico)

^c UNIVERSITY OF TRIER   (Germany)

^d UNIVERSITY OF VIENNA   (Austria)

^e NORTH WEST UNIVERSITY   (South Africa)

Author keywords

academic self concept; differentiated instruction (DI); inclusive education; school well being; social inclusion; students perception

Indexed keywords

EID: 85121733485     PISSN: None     EISSN: 2504284X     Source Type: Journal    
DOI: 10.3389/feduc.2021.729027     Document Type: Article

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