Citations (85)
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Corinne Gaffney Catalano, Helenrose Fives, Eileen McKeating & Nicole Barnes. (2022) Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder. Journal of Early Childhood Teacher Education 43:2, pages 167-193.
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Pramesti Paramita, Umesh Sharma & Angelika Anderson. (2020) Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies. Cambridge Journal of Education 50:2, pages 261-279.
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Kevin F. McGrath & Penny Van Bergen. (2019) Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t). Teachers and Teaching 25:3, pages 334-357.
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Maria S. Poulou. (2017) An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology 5:2, pages 126-136.
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Y. Soysal & S. Radmard. (2017) An exploration of Turkish teachers’ attributions to barriers faced within learner-centred teaching. Educational Studies 43:2, pages 186-209.
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Susan Hosford & Siobhán O'Sullivan. (2016) A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education 20:6, pages 604-621.
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Thana Thaver & Levan Lim. (2014) Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education. International Journal of Inclusive Education 18:10, pages 1038-1052.
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Olja Jovanovic, Natasa Simic & Vera Rajovic. (2014) Students at risk: perceptions of Serbian teachers and implications for teacher education. European Journal of Teacher Education 37:2, pages 220-236.
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Meaghan C. Guiney, Abigail Harris, Akane Zusho & Anthony Cancelli. (2014) School Psychologists' Sense of Self-Efficacy for Consultation. Journal of Educational and Psychological Consultation 24:1, pages 28-54.
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Anastasia Vlachou, Dimitra Eleftheriadou & Panayiota Metallidou. (2014) Do learning difficulties differentiate elementary teachers’ attributional patterns for students’ academic failure? A comparison between Greek regular and special education teachers. European Journal of Special Needs Education 29:1, pages 1-15.
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RobinR. Griffith & Guili Zhang. (2013) Service Learning in Teacher Preparation: Returns on the Investment. The Educational Forum 77:3, pages 256-276.
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Marjolijn Peltenburg & Marja van den Heuvel-Panhuizen. (2012) Teacher perceptions of the mathematical potential of students in special education in the Netherlands. European Journal of Special Needs Education 27:3, pages 391-407.
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Meixia Ding, Yeping Li, Xiaobao Li & Gerald Kulm. (2010) Chinese teachers' attributions and coping strategies for student classroom misbehaviour. Asia Pacific Journal of Education 30:3, pages 321-337.
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Moshe Tatar & Zvi Bekerman. (2009) School counsellors' and teachers' perceptions of their students' problems: Shared and divergent views. Counselling and Psychotherapy Research 9:3, pages 187-192.
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Donetta
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A. Garrahy. (2009) Attributions for and consequences of student misbehavior. Physical Education and Sport Pedagogy 14:2, pages 155-167.
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Lisa
Marks Woolfson & Katy Brady. (2009) An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties. Educational Psychology 29:2, pages 221-238.
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Tabatha Dobson Scharlach. (2008) These Kids Just Aren't Motivated to Read: The Influence of Preservice Teachers' Beliefs on Their Expectations, Instruction, and Evaluation of Struggling Readers. Literacy Research and Instruction 47:3, pages 158-173.
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Meixia Ding, Yeping Li, Xiaobao Li & Gerald Kulm. (2008) Chinese teachers' perceptions of students' classroom misbehaviour. Educational Psychology 28:3, pages 305-324.
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Lisa Woolfson, Elizabeth Grant & Lindsay Campbell. (2007) A Comparison of Special, General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning. Educational Psychology 27:2, pages 295-306.
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Maria Poulou. (2007) Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions. Educational Psychology 27:2, pages 191-218.
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OneydaM. Paneque & PatriciaM. Barbetta. (2006) A Study of Teacher Efficacy of Special Education Teachers of English Language Learners With Disabilities. Bilingual Research Journal 30:1, pages 171-193.
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Maria Poulou. (2005) Educational psychology within teacher education. Teachers and Teaching 11:6, pages 555-574.
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CarolynM. Tucker, Terrence Porter, WendyM. Reinke, KeithC. Herman, PhyllisD. Ivery, ChristopherE. Mack & ErinS. Jackson. (2005) Promoting Teacher Efficacy for Working With Culturally Diverse Students. Preventing School Failure: Alternative Education for Children and Youth 50:1, pages 29-34.
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Chau-kiu Cheung, Tak-yan Lee, Wing-tai Chan, Suk-ching Liu & Kwan-kwok Leung. (2004) Developing civic consciousness through social engagement among Hong Kong youths. The Social Science Journal 41:4, pages 651-660.
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Irene T. Ho
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RebeccaS. Martínez. (2003) Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development 7:3, pages 473-494.
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AliciaL. Moore. (2002) African-American early childhood teachers' decisions to refer African-American students. International Journal of Qualitative Studies in Education 15:6, pages 631-652.
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Sophia Mavropoulou & Susana Padeliadu. (2002) Teachers' Causal Attributions for Behaviour Problems in Relation to Perceptions of Control. Educational Psychology 22:2, pages 191-202.
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Maria Poulou. (2001) The role of vignettes in the research of emotional and behavioural difficulties. Emotional and Behavioural Difficulties 6:1, pages 50-62.
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Huey‐Ling Lin
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Leslie C. Soodak. (2000) PERFORMANCE ASSESSMENTS AND STUDENTS WITH LEARNING PROBLEMS: PROMISING PRACTICE OR REFORM RHETORIC?. Reading & Writing Quarterly 16:3, pages 257-280.
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Sue Howard, John Dryden & Bruce Johnson. (1999) Childhood Resilience: Review and critique of literature. Oxford Review of Education 25:3, pages 307-323.
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Peter Westwood. (1998) Reducing educational failure. Australian Journal of Learning Disabilities 3:3, pages 4-12.
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Gloria Soto. (1997) Special education teacher attitudes toward AAC: preliminary survey. Augmentative and Alternative Communication 13:3, pages 186-197.
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Articles from other publishers (51)
Susmita Patnaik & Pearl Subban. (2023) Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India. Australasian Journal of Special and Inclusive Education, pages 1-18.
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Margaret Carroll, Katie Baulier, Caitlin Cooper, Elizabeth Bettini & Jennifer Greif Green. (2023) U.S. Middle and High School Teacher Attributions of Externalizing Student Behavior. Behavioral Disorders 48:4, pages 243-254.
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Rhonda Christensen & Gerald Knezek. (2022) Impacting Culturally Responsive Teaching Strategies by Decreasing Bias Through Simulation Experiences. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING:2, pages 39-56.
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Kristoffer Larsson, Ilse Hakvoort & Agneta Lundström. (2022) How teachers understand and strategize about emerging conflicts. British Educational Research Journal 48:4, pages 785-802.
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Susmita Patnaik, Umesh Sharma & Pearl Subban. (2022) Who Is Responsible for Students’ Challenging Behaviour? A Study of the Causal Attributions of Teachers to Challenging Behaviour in Primary Schools in West Bengal, India. Disabilities 2:1, pages 56-72.
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Sarah K Ura & Ana d’Abreu. (2022) Racial Bias, Social–Emotional Competence, and Teachers' Evaluation of Student Behavior. Children & Schools 44:1, pages 17-26.
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Ayse Dilsad Yakut. (2021) Students with Specific Learning Disabilities in Inclusive Settings: A study of Teachers’ Self‐Efficacy. Learning Disabilities Research & Practice 36:2, pages 136-144.
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Melinda J. Metaxas. (2021) Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?. Psychiatry International 2:1, pages 85-107.
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Shemunyenge Taleiko Hamukwaya & Çiğdem Haser. (2021) “It does not Mean that They Cannot Do Mathematics”: Beliefs about Mathematics Learning Difficulties. International Electronic Journal of Mathematics Education 16:1, pages em0622.
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Maria S. Poulou. (2020) Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being. School Psychology International 41:6, pages 499-521.
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Mustafa Cansiz & Nurcan Cansiz. (2019) How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?. SAGE Open 9:4, pages 215824401988512.
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Hui Wang & Nathan C. Hall. (2018) A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences. Frontiers in Psychology 9.
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Victor Malo-Juvera, Pamela Correll & Susan Cantrell. (2018) A mixed methods investigation of teachers' self-efficacy for culturally responsive instruction. Teaching and Teacher Education 74, pages 146-156.
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Nurcan Cansız & Mustafa Cansız. (2018) The Validity and Reliability Study of Turkish Version of the Sentiments Attitudes and Concerns about Inclusive Education ScaleKaynaştırma Eğitimi ile ilgili Düşünce, Tutum ve Endişe Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kastamonu Eğitim Dergisi 26:2, pages 271-280.
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Kamau Oginga Siwatu, S. Michael Putman, Tehia V. Starker-Glass & Chance W. Lewis. (2015) The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation. Urban Education 52:7, pages 862-888.
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Nora Gannon-Slater, Priya G. La Londe, Hope L. Crenshaw, Margaret E. Evans, Jennifer C. Greene & Thomas A. Schwandt. (2017) Advancing equity in accountability and organizational cultures of data use. Journal of Educational Administration 55:4, pages 361-375.
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Bob Algozzine. (2017) Toward an Acceptable Definition of Emotional Disturbance: Waiting for the Change. Behavioral Disorders 42:3, pages 136-144.
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Jacob W. Neumann. (2016) Examining Mandated Testing, Teachers’ Milieu, and Teachers’ Knowledge and Beliefs: Gaining a Fuller Understanding of the Web of Influence on Teachers’ Classroom Practices. Teachers College Record: The Voice of Scholarship in Education 118:2, pages 1-50.
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Hui Wang, Nathan C. Hall & Sonia Rahimi. (2015) Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education 47, pages 120-130.
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Debbie De Neve, Geert Devos & Melissa Tuytens. (2015) The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and Teacher Education 47, pages 30-41.
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Marjorie Valls & Patrick Bonvin. (2016) Auto-efficacité des enseignants : quels outils d’évaluation utiliser ?. Mesure et évaluation en éducation 38:3, pages 1-47.
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Sabine Glock, Sabine Krolak-Schwerdt, Florian Klapproth & Matthias Böhmer. (2013) Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments. Social Psychology of Education 16:4, pages 555-573.
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Teresa Sosa & Kimberley Gomez. (2012) Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students. Urban Education 47:5, pages 876-909.
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Laura Feuerborn & Donald Chinn. (2017) Teacher Perceptions of Student Needs and Implications for Positive Behavior Supports. Behavioral Disorders 37:4, pages 219-231.
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S. Andrea Miller & E. Sandra Byers. (2011) Practicing Psychologists’ Sexual Intervention Self-Efficacy and Willingness to Treat Sexual Issues. Archives of Sexual Behavior 41:4, pages 1041-1050.
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C. L. Garberoglio, M. E. Gobble & S. W. Cawthon. (2012) A National Perspective on Teachers' Efficacy Beliefs in Deaf Education. Journal of Deaf Studies and Deaf Education 17:3, pages 367-383.
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Andrew L. Wiley, Melody Tankersley & Andrea Simms. 2012. Classroom Behavior, Contexts, and Interventions. Classroom Behavior, Contexts, and Interventions
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Eleni Andreou & Apostolia Rapti. (2012) Teachers' Causal Attributions for Behaviour Problems and Perceived Efficacy for Class Management in Relation to Selected Interventions. Behaviour Change 27:1, pages 53-67.
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Thormod Idsoe, Knut A. Hagtvet, Edvin Bru, Unni Vere Midthassel & Stein Knardahl. (2008) Antecedents and outcomes of intervention program participation and task priority change among school psychology counselors: A latent variable growth framework. Journal of School Psychology 46:1, pages 23-52.
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David M. PodellNelly Tournaki. (2016) General and Special Educators' Predictions of Student Success as a Function of Learner Characteristics and Teacher Experience. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30:4, pages 249-263.
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Sheri Bauman & Adrienne Del Rio. (2006) Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying.. Journal of Educational Psychology 98:1, pages 219-231.
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Nelly Tournaki & David M. Podell. (2005) The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education 21:3, pages 299-314.
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Robin K. Henson, Lori R. Kogan & Tammi Vacha-Haase. (2016) A Reliability Generalization Study of the Teacher Efficacy Scale and Related Instruments. Educational and Psychological Measurement 61:3, pages 404-420.
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Gloria Soto & Lori Goetz. (2016) Self-Efficacy Beliefs and the Education of Students with Severe Disabilities. Journal of the Association for Persons with Severe Handicaps 23:2, pages 134-143.
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Moshe Tatar. (2016) Primary and Secondary School Teachers' Perceptions and Actions Regarding Their Pupils' Emotional Lives. School Psychology International 19:2, pages 151-168.
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