Citations (74)
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Melissa Cain, Melissa Fanshawe, Ellen Armstrong & Lauren Lieberman. (2023) Barriers to Physical Activity for Australian Students with Vision Impairment. International Journal of Disability, Development and Education 0:0, pages 1-19.
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Jennifer M. Longley & Leslie Craigo. (2023) Exploration of Preservice Teacher Attitudes Towards Disability. Community College Journal of Research and Practice 47:1, pages 53-68.
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Alexandros-Stamatios Antoniou, Vasiliki Efthymiou, Fotini Polychroni & Olga Kofa. (2023) Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy. Educational Studies 49:1, pages 200-217.
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Kang Ma, Michael Cavanagh & Anne Mcmaugh. (2022) Sources of pre-service teacher self-efficacy: a longitudinal qualitative inquiry. Asia Pacific Journal of Education 0:0, pages 1-16.
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Yun-Ju Hsiao. (2022) The Impact of Interaction with Adults with Disabilities on Preservice General Education Students’ Attitudes towards Disability and Inclusion. International Journal of Disability, Development and Education 69:4, pages 1373-1388.
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Julie Lancaster & Alan Bain. (2021) Do judgements about pre-service teachers’ self-efficacy covary with their capacity to design and deliver evidence-based practice?. International Journal of Inclusive Education 25:7, pages 827-842.
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Gretchen M. Cole-Lade. (2021) Let’s Talk: Examining the Short and Long term Effect of Inclusion Literature on Early Childhood Pre-Service Educators. International Journal of Disability, Development and Education 68:3, pages 383-394.
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Lauren Tristani, Jennifer Tomasone, Heather Gainforth & Rebecca Bassett-Gunter. (2021) Taking Steps to Inclusion: A Content Analysis of a Resource Aimed to Support Teachers in Delivering Inclusive Physical Education. International Journal of Disability, Development and Education 68:1, pages 116-135.
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Otilia Clipa, Liliana Mata & Iuliana Lazar. (2020) Measuring In-Service Teachers’ Attitudes Towards Inclusive Education. International Journal of Disability, Development and Education 67:2, pages 135-150.
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Caroline Desombre, Mathilde Lamotte & Mickaël Jury. (2019) French teachers’ general attitude toward inclusion: the indirect effect of teacher efficacy. Educational Psychology 39:1, pages 38-50.
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Sarah Lisa Hopkins, Penny Norma Round & Karen Dawn Barley. (2018) Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences. Teachers and Teaching 24:8, pages 915-930.
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Madalina Tanase & Wanda G. Lastrapes. (2018) Immersive Experiences in an ESE Secondary Setting: Lessons from the Classroom. The New Educator 14:4, pages 381-399.
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YoungHwan Koh. (2018) A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism. International Journal of Inclusive Education 22:8, pages 839-855.
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Lee Rusznyak & Elizabeth Walton. (2017) Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African study. International Journal of Disability, Development and Education 64:5, pages 463-482.
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Elizabeth Walton & Lee Rusznyak. (2017) Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University. International Journal of Disability, Development and Education 64:3, pages 231-248.
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Simoni Symeonidou. (2017) Initial teacher education for inclusion: a review of the literature. Disability & Society 32:3, pages 401-422.
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Rona M. Novick & Laya Salomon. (2017) Inclusive Attitudes: Considering Student Discussion Board Responses as Indicators of Attitudes. Journal of Jewish Education 83:1, pages 49-68.
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Tawanda Majoko. (2016) Inclusion in early childhood education: pre-service teachers voices. Early Child Development and Care 186:11, pages 1859-1872.
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Nelly Tournaki & W. Ellery Samuels. (2016) Do Graduate Teacher Education Programs Change Teachers’ Attitudes Toward Inclusion and Efficacy Beliefs?. Action in Teacher Education 38:4, pages 384-398.
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Marina Wai-yee Wong & Maria Pik-yuk Chik. (2016) Inclusive education policy in the Hong Kong primary music classroom. Arts Education Policy Review 117:2, pages 130-140.
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Paula T. McWhirter, Joyce A. Brandes, Kendra L. Williams-Diehm & Shannon Hackett. (2016) Interpersonal and relational orientation among pre-service educators: differential effects on attitudes toward inclusion of students with disabilities. Teacher Development 20:1, pages 1-17.
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Heather Rogers Haverback & Scot McNary. (2015) Shedding Light on Preservice Teachers' Domain-Specific Self-Efficacy. The Teacher Educator 50:4, pages 272-287.
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Chris Forlin, Norimune Kawai & Satoshi Higuchi. (2015) Educational reform in Japan towards inclusion: are we training teachers for success?. International Journal of Inclusive Education 19:3, pages 314-331.
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Elizabeth Walton & Lee Rusznyak. (2014) Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education. International Journal of Inclusive Education 18:9, pages 957-974.
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Chris Forlin, Tim Loreman & Umesh Sharma. (2014) A system-wide professional learning approach about inclusion for teachers in Hong Kong. Asia-Pacific Journal of Teacher Education 42:3, pages 247-260.
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Mart van Dinther, Filip Dochy, Mien Segers & Johan Braeken. (2014) Student perceptions of assessment and student self-efficacy in competence-based education. Educational Studies 40:3, pages 330-351.
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Linda Varcoe & Christopher Boyle. (2014) Pre-service primary teachers’ attitudes towards inclusive education. Educational Psychology 34:3, pages 323-337.
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M. Tariq Ahsan, Joanne M. Deppeler & Umesh Sharma. (2013) Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education 43:4, pages 517-535.
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Doug Hamman, DeAnn Lechtenberger, Nora Griffin-Shirley & Li Zhou. (2013) Beyond Exposure to Collaboration: Preparing General-Education Teacher Candidates for Inclusive Practice. The Teacher Educator 48:4, pages 244-256.
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William Nketsia & Timo Saloviita. (2013) Pre-service teachers’ views on inclusive education in Ghana. Journal of Education for Teaching 39:4, pages 429-441.
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Jo Raphael & Andrea
C. Allard. (2013) Positioning people with intellectual disabilities as the experts: enhancing pre-service teachers’ competencies in teaching for diversity. International Journal of Inclusive Education 17:2, pages 205-221.
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Hani
A. Weshah. (2012) Teaching Efficacy and Teaching Performance Among Student Teachers in a Jordanian Childhood Education Program. Journal of Early Childhood Teacher Education 33:2, pages 163-177.
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Yona Leyser, Tali Zeiger & Shlomo Romi. (2011) Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education. International Journal of Disability, Development and Education 58:3, pages 241-255.
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Chris Forlin & Dianne Chambers. (2011) Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education 39:1, pages 17-32.
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Julie Lancaster & Alan Bain. (2010) The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education 38:2, pages 117-128.
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Christa van Kraayenoord. (2009) In Others’ Shoes: Research and the development of empathy. International Journal of Disability, Development and Education 56:3, pages 201-204.
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Umesh Sharma, Dennis Moore & Sanjeev Sonawane. (2009) Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education 37:3, pages 319-331.
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Articles from other publishers (37)
Christopher Boyle, Chris Barrell, Kelly-Ann Allen & Long She. (2023) Primary and secondary pre-service teachers’ attitudes towards inclusive education. Heliyon 9:11, pages e22328.
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Ismail Hakki Mirici, Özge Gümüş & Burcu Şentürk. 2023. Social Justice and Culturally-Affirming Education in K-12 Settings. Social Justice and Culturally-Affirming Education in K-12 Settings
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Monica Wong, Chrissy Monteleone, Miriam Tanti & Kelly-Mariee Lorusso. 2023. Work-Integrated Learning Case Studies in Teacher Education. Work-Integrated Learning Case Studies in Teacher Education
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Udeme Samuel Jacob & Jace Pillay. (2022) A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. Frontiers in Education 7.
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Mylène RosaM.A.(ED),M.A.(ED), & Isabelle GirouxPhD, RD, BPhD, RD, B. (2022) Dietetic Students’ Perceptions of Learning Professional Competencies with Four Simulations Throughout a Semester. Canadian Journal of Dietetic Practice and Research 83:3, pages 139-143.
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Richard Vergunst, Judith McKenzie & Anthea Hansen. (2021) Capacity building for quality care and education for children with severe to profound intellectual disabilities in South Africa. Journal of Intellectual Disabilities 26:3, pages 561-574.
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Anugamini Priya Srivastava, Sonal Shree & Sucheta Agarwal. (2022) Does authentic leadership develop inclusive classrooms: a model examination?. International Journal of Educational Management 36:4, pages 495-514.
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Fuk-chuen Ho. 2022. Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder
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Irina Yakovleva, Sergey Yakovlev & Vera Khitryuk. (2021) Training of pedagogical personnel for inclusive education children with disabilities. SHS Web of Conferences 98, pages 04005.
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Marie Weißenfels, Manuela Benick & Franziska Perels. (2021) Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?. International Journal of Educational Research 109, pages 101794.
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Janine K. Coates, Jo Harris & Michael Waring. (2020) The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities. British Educational Research Journal 46:5, pages 909-928.
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Lauren Tristani & Rebecca Bassett‐Gunter. (2019) Making the grade: teacher training for inclusive education: A systematic review. Journal of Research in Special Educational Needs 20:3, pages 246-264.
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Philippe Tremblay. (2020) Inclusion scolaire et formation initiale des enseignants au Canada. Spirale - Revue de recherches en éducation N° 65-1:1, pages 87-102.
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Anugamini Priya Srivastava & Sonal Shree. (2019) Development of inclusive education theoretical model. International Journal of Educational Management 33:6, pages 1271-1290.
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Ronnie Lidor & Yeshayahu Hutzler. 2019. Teacher Education in the 21st Century. Teacher Education in the 21st Century.
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Chih Nuo Grace Chao, Wing Sze, Emily Chow, Chris Forlin & Fuk Chuen Ho. (2017) Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education 66, pages 360-369.
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Salih Rakap, Oguzcan Cig & Asiye Parlak-Rakap. (2017) Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs 17:2, pages 98-109.
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Deborah Robinson. (2017) Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education 61, pages 164-178.
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Marei Fetzer, Julia Friedle, Anne Mau & Lea Nemeth. 2017. Mit Heterogenität im Mathematikunterricht umgehen lernen. Mit Heterogenität im Mathematikunterricht umgehen lernen
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Francisco T.T. Lai, Eria P.Y. Li, Mingxia Ji, Wikki W.K. Wong & Sing Kai Lo. (2016) What are the inclusive teaching tasks that require the highest self-efficacy?. Teaching and Teacher Education 59, pages 338-346.
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Umesh Sharma & Sindu George. 2016. Asia-Pacific Perspectives on Teacher Self-Efficacy. Asia-Pacific Perspectives on Teacher Self-Efficacy
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Jan Kuhl, Hubertus Redlich & Lea Schäfer. (2014) Einstellungen verschiedener Lehrergruppen gegenüber Menschen mit geistiger BehinderungAttitudes of different groups of teachers towards people with intellectual disabilities. Zeitschrift für Bildungsforschung 4:3, pages 271-287.
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Rita Gusmão & David Rodrigues. (2014) Impacto de los Modelos Inclusivos en la Formación Inicial de Profesores en el primer Ciclo en Portugal. REDU. Revista de Docencia Universitaria 12:2, pages 167.
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Danielle Mirliss. (2014) Preparing Future Teachers. International Journal of Gaming and Computer-Mediated Simulations 6:2, pages 15-29.
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이옥주. (2012) The Effects of the Cooperative Project Teaching-Learning Methode on Self-efficacy for Pre-service Early Childhood Teachers. The Journal of Korean Teacher Education 29:2, pages 321-343.
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Laura Sokal. (2013) What Are Schools Looking for in New, Inclusive Teachers?. McGill Journal of Education 47:3, pages 403-420.
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Lucia Zundans-Fraser & Julie Lancaster. (2012) Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design. Education Research International 2012, pages 1-8.
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Heather Rogers Haverback & Susan J. Parault. (2011) High efficacy and the preservice reading teacher: A comparative study. Teaching and Teacher Education 27:4, pages 703-711.
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Mart van Dinther, Filip Dochy & Mien Segers. (2011) Factors affecting students’ self-efficacy in higher education. Educational Research Review 6:2, pages 95-108.
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Mehpare Saka & Hikmet Surmeli. (2010) Examination of relationship between preservice science teachers’ sense of efficacy and communication skills. Procedia - Social and Behavioral Sciences 2:2, pages 4722-4727.
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