Citations (46)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (11)
Márcia Laranjeira, Maria Odília Teixeira, Magda Sofia Roberto & Umesh Sharma. (2023) Measuring teachers’ attitudes and intentions towards inclusion: Portuguese validation of Attitudes to Inclusion Scale (AIS) and Intention to Teach in Inclusive Classroom Scale (ITICS). European Journal of Special Needs Education 38:3, pages 408-423.
Read now
Read now
Umesh Sharma, Tim Loreman, Fiona May, Alessandra Romano, Caroline Sahli Lozano, Elias Avramidis, Stuart Woodcock, Pearl Subban & Harry Kullmann. (2023) Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education 0:0, pages 1-17.
Read now
Read now
Angus C.H. Kuok, Vitor Teixeira, Chris Forlin, Elisa Monteiro & Ana Correia. (2022) The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR). International Journal of Disability, Development and Education 69:5, pages 1736-1754.
Read now
Read now
Wing Sze Emily Chow & Umesh Sharma. (2022) Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education. International Journal of Inclusive Education 0:0, pages 1-17.
Read now
Read now
Janja Rihter & Robert Potočnik. (2022) Preservice teachers’ beliefs about teaching pupils with special educational needs in visual art education. European Journal of Special Needs Education 37:2, pages 235-248.
Read now
Read now
Baohua Yu, Feng Ding & Rui Eric Yuan. (2022) Understanding the long-term impact of an overseas immersion programme on pre-service teachers’ learning to teach: a Hong Kong case. Educational Studies 48:1, pages 44-58.
Read now
Read now
Stuart Woodcock & Garry Jones. (2020) Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development 24:4, pages 583-602.
Read now
Read now
Marina Wai-yee Wong, Edmund Sze Shing Chan & Maria Pik-yuk Chik. (2019) Primary music teachers’ efficacy in Hong Kong’s inclusive classrooms. Music Education Research 21:5, pages 517-528.
Read now
Read now
Joanna Nijakowska. (2019) Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework. European Journal of Special Needs Education 34:2, pages 189-203.
Read now
Read now
Elisa Monteiro, Angus C. H. Kuok, Ana M. Correia, Chris Forlin & Vitor Teixeira. (2019) Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education 23:1, pages 93-108.
Read now
Read now
Vitor Teixeira, Ana Correia, Elisa Monteiro, Angus C.H. Kuok & Chris Forlin. (2018) Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education 22:9, pages 1014-1032.
Read now
Read now
Articles from other publishers (35)
Wing Sze Emily Chow. (2023) In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms: Challenges and support needs. Asia Pacific Education Review.
Crossref
Crossref
C. Sahli Lozano, S. Wüthrich, N. Baumli, U. Sharma, T. Loreman & C. Forlin. (2023)
Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (
TEIP‐SF
)
. Journal of Research in Special Educational Needs 23:4, pages 375-388.
Crossref
Crossref
Maxwell Peprah Opoku. (2022) Inclusive School Leadership in Developing Context: What Are the Levers of Change?. Journal of Research on Leadership Education 18:3, pages 378-403.
Crossref
Crossref
Chen Han, Therese M. Cumming & Geraldine Townend. 2023. Building Inclusive Education in K-12 Classrooms and Higher Education. Building Inclusive Education in K-12 Classrooms and Higher Education
241
259
.
Maxwell Peprah Opoku, William Nketsia, Michael Amponteng, Wisdom Kwadwo Mprah & Emmanuel Opoku Kumi. (2023) Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students. Journal for the Education of the Gifted 46:2, pages 167-193.
Crossref
Crossref
Prashant Kumar, Jeetendra Sahani, Nidhi Rawat, Sisay Debele, Arvind Tiwari, Ana Paula Mendes Emygdio, K.V. Abhijith, Vina Kukadia, Kathryn Holmes & Sebastian Pfautsch. (2023) Using empirical science education in schools to improve climate change literacy. Renewable and Sustainable Energy Reviews 178, pages 113232.
Crossref
Crossref
Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches & Chloe Regan. (2023) Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?. Education Sciences 13:3, pages 280.
Crossref
Crossref
Johanna L. Donath, Timo Lüke, Elisabeth Graf, Ulrich S. Tran & Thomas Götz. (2023) Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review 35:1.
Crossref
Crossref
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.
Crossref
Crossref
Janet T.Y. Leung, Daisy C.S. Yew, Karen Y.K. Kwok, Lydia M.H. Kwok & Vincent W.T. Chua. (2022) Inclusive Practice for Children with Special Education Needs: Training for Social Workers. Research on Social Work Practice 32:7, pages 751-761.
Crossref
Crossref
Maxwell Peprah Opoku, William Nketsia & Ahmed H. Mohamed. (2022) The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study. Frontiers in Education 7.
Crossref
Crossref
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.
Crossref
Crossref
Gökhan Baş. (2021) Factors Influencing Teacher Efficacy in Inclusive Education. Australasian Journal of Special and Inclusive Education 46:1, pages 19-32.
Crossref
Crossref
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.
Crossref
Crossref
Maxwell Peprah Opoku, Elvis Agyei‐Okyere, William Nketsia, Eric Lawer Torgbenu & Emmanuel Opoku Kumi. (2021) Perceived self‐efficacy of students and its influence on attitudes and knowledge about HIV/AIDS in Ghana. The International Journal of Health Planning and Management 37:2, pages 755-769.
Crossref
Crossref
Mantak Yuen, Florence Wu, Fay Wong, Patcy Yeung, Cici Lam, Kit Chan, Gloria Ma & Cheng Yong Tan. 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
79
93
.
Peter Westwood. (2021) Integration to Inclusion in Hong Kong: Not an Easy Progression. Australasian Journal of Special and Inclusive Education 45:2, pages 268-280.
Crossref
Crossref
Gulnaz Zahid. (2021) Evidence-based training approach for higher education faculty: brief model of inclusion and training of the disabled. International Journal of Educational Management 35:6, pages 1151-1165.
Crossref
Crossref
Maxwell Peprah Opoku, William Nketsia, Lois Odame & Elvis Agyei‐Okyere. (2021) Predictors of the Attitudes of Preservice Teachers Toward Teaching Students With Down Syndrome in Regular Schools in Ghana. Journal of Policy and Practice in Intellectual Disabilities 18:3, pages 229-239.
Crossref
Crossref
Roseanne Marie Perkins & Brook E. Sawyer. (2021) Measuring Self-Efficacy in Public Library Storytime Providers. The Library Quarterly 91:3, pages 285-303.
Crossref
Crossref
Hafize Gamze KIRMIZIGÜL. (2021) Zihin Yetersizliği Olan Bireylerin Matematik Eğitimleri İle İlgili Yapılan Çalışmaların İncelenmesi. e-International Journal of Educational Research 12:1, pages 233-251.
Crossref
Crossref
Stuart Woodcock. (2020) Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties. Dyslexia 27:1, pages 110-125.
Crossref
Crossref
Merve ÇETİN & Hasan Hüseyin ŞAHAN. (2020) Öğretmen Adaylarının Kaynaştırma Eğitimi Uygulamalarına Yönelik Yeterlik Düzeyleri ve Görüşlerinin Belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14:2, pages 988-1039.
Crossref
Crossref
Kai Nagase, Kenji Tsunoda & Kumi Fujita. (2020) The Effect of Teachers’ Attitudes and Teacher Efficacy for Inclusive Education on Emotional Distress in Primary School Teachers in Japan. Frontiers in Education 5.
Crossref
Crossref
Elisa Monteiro & Chris Forlin. (2020) Validating the use of the 24-item long version and the 12-item short version of the Teachers’ Sense of Efficacy Scale (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education. Emerald Open Research 2, pages 36.
Crossref
Crossref
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.
Crossref
Crossref
Stuart Woodcock, Elizabeth Hitches & Garry Jones. (2019) It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research 97, pages 107-118.
Crossref
Crossref
Hüseyin Kotaman, Aslι Balcι & Zeynep Nur Kιlιç Aydιn. (2018) Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development. Discourse and Communication for Sustainable Education 9:2, pages 79-92.
Crossref
Crossref
Joanna Nijakowska, Dina Tsagari & George Spanoudis. (2018) English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland. Dyslexia 24:4, pages 357-379.
Crossref
Crossref
Chih Nuo Grace Chao, Francisco Tsz Tsun Lai, Mingxia Ji, Sing Kai Lo & Kuen Fung Sin. (2018) Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?. Teaching and Teacher Education 75, pages 164-173.
Crossref
Crossref
Eddy Li. (2018) Glocalizing Inclusive Quality Education in Hong Kong: From Pedagogical Challenges to Research Opportunities. Frontiers in Education 3.
Crossref
Crossref
Mira Aliza RachmawatiPHDPHD, Nur WidiasmaraPHDPHD & Thobagus Muh Nu’manPHDPHD. (2018) Effectiveness of Differentiated Instruction Training to Enhance Teachers' Sense of Efficacy in Inclusive Schools. GATR Global Journal of Business Social Sciences Review 6:1, pages 21-26.
Crossref
Crossref
Judit Kormos & Joanna Nijakowska. (2017) Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education 68, pages 30-41.
Crossref
Crossref
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.
Crossref
Crossref
Susanne Schwab, Frank Hellmich & Gamze Görel. (2017) Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs 17:3, pages 205-217.
Crossref
Crossref