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International Journal of Disability, Development and Education Volume 40, 1993 - Issue 1
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Original Articles

Who has a Problem, the Student or the Teacher? Differences in Teachers' Beliefs About Their Work with At‐risk and Integrated Exceptional Students

Anne Jordan The Ontario Institute for Studies in Education
,
Gonul Kircaali‐Iftar The Ontario Institute for Studies in Education
&
C.T. Patrick Diamond The Ontario Institute for Studies in Education
Pages 45-62 | Published online: 07 Jul 2006

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SUZANNE CARRINGTON. (1999) Inclusion needs a different school culture. International Journal of Inclusive Education 3:3, pages 257-268.
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Angela Lawson & AmandaL. Richdale. (1996) A scale for measuring teachers beliefs about reading and children with reading disabilities. Australian Journal of Learning Disabilities 1:2, pages 28-32.
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Chris Forlin, Graham Douglas & John Hattie. (1996) Inclusive Practices: How Accepting are Teachers?. International Journal of Disability, Development and Education 43:2, pages 119-133.
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Kevin Jones, Tony Charlton & John Wilkin. (1995) Classroom Behaviours which First and Middle School Teachers in St Helena Find Troublesome. Educational Studies 21:2, pages 139-153.
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Peter Westwood. (1995) Learner and teacher: Perhaps the most important partnership of all. Australasian Journal of Special Education 19:1, pages 5-16.
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Maurice Chazan. (1994) The attitudes of mainstream teachers towards pupils with emotional and behavioural difficulties. European Journal of Special Needs Education 9:3, pages 261-274.
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Stuart Woodcock & Lisa Marks Woolfson. (2019) Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research 93, pages 232-242.
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Deborah H. Gebbie, Deborah Ceglowski, Linda K. Taylor & Jill Miels. (2011) The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. Early Childhood Education Journal 40:1, pages 35-46.
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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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Anne Jordan, Christine Glenn & Donna McGhie-Richmond. (2010) The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education 26:2, pages 259-266.
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임성택 & 주동범. (2009) The Effects of Teachers' Perceptions of Students' and Parents' Characteristics on Teacher Efficacy. The Journal of Korean Teacher Education 26:3, pages 39-57.
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Elizabeth BondyDorene RossAlyson AdamsRhonda NowakMary BrownellDavid HoppeyKaren KuhelCynthia McCallumLynne Stafford. (2016) Personal Epistemologies and Learning to Teach. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30:2, pages 67-82.
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Simon Gibbs. (2007) Teachers’ perceptions of efficacy: Beliefs that may support inclusion or segregation. Educational and Child Psychology 24:3, pages 47-53.
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Gian Vittorio Caprara, Claudio Barbaranelli, Patrizia Steca & Patrick S. Malone. (2006) Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology 44:6, pages 473-490.
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JooHye Kim, Eunhye Park & Martha E. Snell. (2005) Impact of Information and Weekly Contact on Attitudes of Korean General Educators and Nondisabled Students Regarding Peers With Disabilities. Mental Retardation 43:6, pages 401-415.
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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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Anne Jordan & Paula Stanovich. (2004) Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices. Journal of Research in Special Educational Needs 3:1.
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Yona Leyser. (2016) Choices of Instructional Practices and Efficacy Beliefs of Israeli General and Special Educators: A Cross-Cultural Research Initiative. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 25:2, pages 154-167.
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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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Joe E. Morin. (2016) Winning Over the Resistant Teacher. Journal of Positive Behavior Interventions 3:1, pages 62-64.
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Paula J. StanovichAnne JordanJosette Perot. (2016) Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms. Remedial and Special Education 19:2, pages 120-126.
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Anne JordanLinda LindsayPaula J. Stanovich. (2016) Classroom Teachers' Instructional Interactions with Students Who Are Exceptional, At Risk, and Typically Achieving. Remedial and Special Education 18:2, pages 82-93.
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Peter Westwood. (2016) Learner and Teacher: Perhaps the most Important Partnership of All. Australasian Journal of Special Education 19:1, pages 5-16.
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Carol A. Tomlinson, Ellen M. Tomchin, Carolyn M. Callahan, Cheryll M. Adams, Paula Pizzat-Tinnin, Caroline M. Cunningham, Barbara Moore, Lori Lutz, Chris Roberson, Nancy Eiss, Mary Landrum, Scott Hunsaker & Marcia Imbeau. (2016) Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners. Gifted Child Quarterly 38:3, pages 106-114.
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