Citations (50)
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Umesh Sharma, Christine Grové, Stella Laletas, Rashmi Rangarajan & Simon Finkelstein. (2023) Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia. International Journal of Inclusive Education 27:10, pages 1102-1117.
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Ivana Matić, Renata Škrbić, Jelena Kerkez & Mila Veselinović. (2023) Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale. European Journal of Special Needs Education 38:4, pages 497-510.
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Jo Raphael, Edwin Creely & Julianne Moss. (2022) Developing a drama-based inclusive education workshop about disability for pre-service teachers: a narrative inquiry after Scheler and Levinas. Educational Review 74:5, pages 978-991.
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Laura Sokal & Umesh Sharma. (2022) How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?. International Journal of Inclusive Education 0:0, pages 1-15.
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Linda Ismailos, Tiffany Gallagher, Sheila Bennett & Xiaobin Li. (2022) Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education 26:2, pages 175-191.
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Jessica Delorey, Jacqueline Specht, Michael Fairbrother, Linda Ismailos, Mélissa Villella, Evan Charles, McKenzie Vanderloon, Tiffany Gallagher, Grace Howell & Jessica Whitley. (2020) Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study. International Journal of Inclusive Education 0:0, pages 1-16.
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Deanna C. Friesen & Doris Cunning. (2020) Making explicit pre-service teachers’ implicit beliefs about inclusive education. International Journal of Inclusive Education 24:14, pages 1494-1508.
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Jessica Whitley, Amy Klan & Bianca D’Agostino. (2020) Narratives of funding related to inclusive education: Canadian news media from 2014 to 2019. International Journal of Inclusive Education 0:0, pages 1-19.
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Diego Navarro-Mateu, Jacqueline Franco-Ochoa & Vicente-Javier Prado-Gascó. (2020) Measuring attitudes towards inclusion among university students pursuing education degrees: descriptive study (Medición de actitudes de estudiantes universitarios de magisterio hacia la inclusión: estudio descriptivo). Culture and Education 32:1, pages 43-64.
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Sunčica Macura, Ivan Čuk & Mojca Peček. (2020) Beliefs of student teachers in Serbia and Slovenia about supporting vulnerable pupils in learning and social participation. European Journal of Special Needs Education 35:1, pages 55-69.
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Fabio Dovigo. (2020) Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education. European Journal of Teacher Education 43:1, pages 110-126.
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Jessica Whitley, Suzanne Gooderham, Cheryll Duquette, Shari Orders & J. Bradley Cousins. (2019) Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching 25:8, pages 1043-1061.
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María-Jesús Colmenero, María-Carmen Pegalajar & Antonio Pantoja. (2019) Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades graves y permanentes. Culture and Education 31:3, pages 542-575.
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Maja Kuronja, Branka Čagran & Majda Schmidt Krajnc. (2019) Teachers’ sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties. Emotional and Behavioural Difficulties 24:1, pages 36-49.
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Susanne Miesera & Markus Gebhardt. (2018) Inclusive vocational schools in Canada and Germany. A comparison of vocational pre-service teachers′ attitudes, self-efficacy and experiences towards inclusive education. European Journal of Special Needs Education 33:5, pages 707-722.
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Articles from other publishers (35)
Stephanie Herzig Johnson. (2023) The Role of Teacher Self-Efficacy in the Implementation of Inclusive Practices. Journal of School Leadership 33:5, pages 516-534.
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Ahmet GÜLAY & Taner ALTUN. (2023) Investigation of Teacher Candidates' Awareness towards Inclusive EducationÖğretmen Adaylarının Kapsayıcı Eğitime Yönelik Farkındalıklarının İncelenmesi. Kuramsal Eğitimbilim 16:2, pages 423-453.
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Steve Sider, Kimberly Maich, Jacqueline Specht, Carolyn Treadgold & Hillary Winger. (2021) “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals. Journal of Research on Leadership Education 18:1, pages 132-154.
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Mohammed Estaiteyeh & Isha DeCoito. (2023) Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education. Canadian Journal of Science, Mathematics and Technology Education 23:1, pages 5-26.
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Hongyu Chen, David Evans & Betty Luu. (2023) Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia. Australasian Journal of Special and Inclusive Education, pages 1-13.
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Anna Shutaleva, Nikita Martyushev, Zhanna Nikonova, Irina Savchenko, Vladislav Kukartsev, Vadim Tynchenko & Yadviga Tynchenko. (2023) Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs. Sustainability 15:4, pages 3011.
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Deanna C. Friesen, Unnati Shory & Chastine Lamoureux. (2023) The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout. Social Sciences & Humanities Open 8:1, pages 100599.
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Charlotte Dignath, Sara Rimm-Kaufman, Reyn van Ewijk & Mareike Kunter. (2022) Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review 34:4, pages 2609-2660.
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Emma Wray, Umesh Sharma & Pearl Subban. (2022) Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education 117, pages 103800.
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Jacqueline Specht, Jessica Delorey & Klajdi Puka. (2022) The trajectory of inclusive beliefs in beginning teachers. Frontiers in Education 7.
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Adrienn Horváthné Storczer & Beáta Szenczi. (2022) Az Együttnevelésre vonatkozó Tanári Énhatékonyság Kérdőív hazai adaptációjának működése általános iskolában tanító pedagógusok körében. Iskolakultúra 32:5, pages 27-45.
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Tithi Paul, Briano Di Rezze, Peter Rosenbaum, Peter Cahill, Annie Jiang, Eileen Kim & Wenonah Campbell. (2022) Perspectives of Children and Youth With Disabilities and Special Needs Regarding Their Experiences in Inclusive Education: A Meta-Aggregative Review. Frontiers in Education 7.
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Jorge Rojo-Ramos, María José González-Becerra, Eugenio Merellano-Navarro, Santiago Gomez-Paniagua & José Carmelo Adsuar. (2022) Analysis of the Attitude of Spanish Physical Education Teachers towards Students with Disabilities in Extremadura. International Journal of Environmental Research and Public Health 19:9, pages 5043.
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Line Massé, Marie-France Nadeau, Nancy Gaudreau, Sandy Nadeau, Catherine Gauthier & Anne Lessard. (2022) Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics. Frontiers in Education 7.
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Todd Milford, Breanna Lawrence, Donna McGhie-Richmond & Sally Brenton-Haden. 2022. The Inclusion for Students with Special Educational Needs across the Asia Pacific. The Inclusion for Students with Special Educational Needs across the Asia Pacific
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Claudia Menge, Thorsten Euler & Hildegard Schaeper. (2021) Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von LerngelegenheitenBeliefs and perceived self-efficacy of (prospective) teachers regarding inclusive education: the effect of learning opportunities. Zeitschrift für Erziehungswissenschaft 24:6, pages 1283-1308.
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Umesh Sharma, Laura Sokal, Mian Wang & Tim Loreman. (2021) Measuring the use of inclusive practices among pre-service educators: A multi-national study. Teaching and Teacher Education 107, pages 103506.
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Steve Sider, Kimberly Maich, Jhonel Morvan, Mélissa Villella, Paul Ling & Chantelle Repp. (2021) Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs. Journal of Research in Special Educational Needs 21:3, pages 233-241.
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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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Pedro Jurado-de-los-Santos, María Jesús Colmenero-Ruiz, Rosa Eva Valle-Flórez, Macarena Castellary-López & Victoria Figueredo-Canosa. (2021) The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design. Sustainability 13:9, pages 4766.
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Susan Rodger, Richelle Bird, Kathryn Hibbert, Andrew M. Johnson, Jacqueline Specht & C. Nadine Wathen. (2020) Initial teacher education and trauma and violence informed care in the classroom: Preliminary results from an online teacher education course. Psychology in the Schools 57:12, pages 1798-1814.
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Angela AuCoin, Gordon L. Porter & Kimberly Baker-Korotkov. (2020) New Brunswick’s journey to inclusive education. PROSPECTS 49:3-4, pages 313-328.
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Jess Whitley & Trista Hollweck. (2020) Inclusion and equity in education: Current policy reform in Nova Scotia, Canada. PROSPECTS 49:3-4, pages 297-312.
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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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Jamie L. Metsala & Mary Jane Harkins. (2019) An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43:2, pages 178-192.
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Maria C.Renata Ticha & Brian H.. (2020) The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties. European Journal of Educational Research 9:2, pages 809-823.
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Ruxandra Bianca Nahaiciuc. 2020. Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success. Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success
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Roswitha Ritter, Antje Wehner, Gertrud Lohaus & Philipp Krämer. (2019) Pre-service Teachers' Beliefs About Inclusive Education Before and After Multi-Compared to Mono-professional Co-teaching: An Exploratory Study. Frontiers in Education 4.
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North Cooc. (2019) Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education 83, pages 27-41.
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Susanne Miesera, Jeffrey M. DeVries, Jana Jungjohann & Markus Gebhardt. (2018) Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales. Journal of Research in Special Educational Needs 19:2, pages 103-114.
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Elizabeth Levine Brown, Kate L. Phillippo, Karen Weston & Susan Rodger. (2019) United States and Canada pre-service teacher certification standards for student mental health: A comparative case study. Teaching and Teacher Education 80, pages 71-82.
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Joseph Mintz. (2018) A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs. British Educational Research Journal 45:2, pages 254-274.
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Sukkyung You, Eui Kim & Kyulee Shin. (2019) Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea. Sustainability 11:5, pages 1489.
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Lisa Woolfson. (2018) Beyond formal assessment in inclusive classrooms: The complex relationship between teacher beliefs and teaching. Psychology of Education Review 42:2, pages 28-32.
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Lisa Woolfson. (2018) Beyond formal assessment in inclusive classrooms: The complex relationship between teacher beliefs and teaching. Psychology of Education Review 42:1, pages 28-32.
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