Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model

References

• Ainscow, M., and A. Sandill. 2010. “Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership.” International Journal of Inclusive Education 14 (4): 401–416. doi:10.1080/13603110802504903.
   Web of Science ®Google Scholar
• Bailey, D. B., and S. A. Palsha. 1992. “Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations.” The Journal of Educational Research 85 (4): 226–232.
   Web of Science ®Google Scholar
• Baraldi, A. N., and C. K. Enders. 2010. “An Introduction to Modern Missing Data Analyses.” Journal of School Psychology 48 (1): 5–37.
   PubMed Web of Science ®Google Scholar
• Cheung, D., J. Hattie, and N. Davis. 2001. “Reexamining the Stages of Concern Questionnaire: A Test of Alternative Models.” The Journal of Educational Research 94 (4): 226–236.
   Web of Science ®Google Scholar
• Das, A. K., M. Gichuru, and A. Singh. 2013. “Implementing Inclusive Education in Delhi, India: Regular School Teachers’ Preferences for Professional Development Delivery Modes.” Professional Development in Education 39 (5): 698–711.
   Google Scholar
• de Boer, A., S. J. Pijl, and A. Minnaert. 2011. “Regular Primary School Teachers’ Attitudes Towards Inclusive Education: A Review of the Literature.” International Journal of Inclusive Education 15 (3): 331–353.
   Web of Science ®Google Scholar
• Deng, M., and K. Harris. 2008. “Teacher Training Strategies for Meeting the Needs of Students with Disabilities in Chinese General Education Classrooms: Toward Better Instruction.” Teacher Education and Special Education 31 (3): 195–207.
   Google Scholar
• Deng, M., and K. F. Poon-McBrayer. 2004. “Inclusive Education in China: Conceptualisation and Reallisation.” Asia-Pacific Journal of Education 24 (2): 143–156.
   Google Scholar
• Deng, M., and K. F. Poon-McBrayer. 2012. “Reforms and Challenges in the Era of Inclusive Education: The Case of China.” British Journal of Special Education 39 (3): 117–122.
   Google Scholar
• Deng, M., S. Wang, W. Guan, and Y. Wang. 2016. “The Development and Initial Validation of a Questionnaire of Inclusive Teachers’ Competency for Meeting Special Educational Needs in Regular Classrooms in China.” International Journal of Inclusive Education 22: 1–12.
   Google Scholar
• Department of Education of Beijing. 2013. “Action Plan for Implementing Inclusive Education in Elementary and Secondary Schools.” Accessed September 13, 2017. http://www.bdpf.org.cn/zwpd/zcfg/jypxl/c16200/content.html.
   Google Scholar
• Dodge-Quick, G. 2011. “Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion.” (Order No. 3440446). Education Database; ProQuest Dissertations & Theses Global A&I: The Humanities and Social Sciences Collection. (854511365). Accessed September 13, 2017. https://search.proquest.com/docview/854511365?accountid=8554.
   Google Scholar
• Duhaney, L. 1999. “A Content Analysis of State Education Agencies Policies/Position Statements on Inclusion.” Remedial and Special Education 20 (6): 367–378.
   Web of Science ®Google Scholar
• Falvey, M. A., C. C. Givner, and C. Kimm. 1995. “What is an Inclusive School.” In Creating an Inclusive School, edited by R. A. Villa, and J. S. Thousand, 1–13. Alexandria, Virginia: Association for Supervision and Curriculum Development. Association for Supervision and Curriculum Development.
   Google Scholar
• Forlin, C., and D. Chambers. 2011. “Teacher Preparation for Inclusive Education: Increasing Knowledge But Raising Concerns.” Asia-Pacific Journal of Teacher Education 39 (1): 17–32.
   Web of Science ®Google Scholar
• Forlin, C., C. Earle, T. Loreman, and U. Sharma. 2011. “The Sentiments, Attitudes, and Concerns About Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-service Teachers’ Perceptions About Inclusion.” Exceptionality Education International 21: 50–65.
   Google Scholar
• Friend, M., and W. D. Bursuck. 2012. Including Students with Special Needs A Practical Guide for Classroom Teachers. New Jersey: Pearson.
   Google Scholar
• Fullan, M. 2016. The New Meaning of Educational Change. 5th ed.New York: Teachers College Press.
   Google Scholar
• Fuller, F. F. 1969. “Concerns of Teachers: A Developmental Conceptualization.” American Educational Research Journal 6 (2): 207–226.
   Web of Science ®Google Scholar
• Gabby, S., S. Avargil, O. Herscovitz, and Y. J. Dori. 2017. “The Case of Middle and High School Chemistry Teachers Implementing Technology: Using the Concerns-based Adoption Model to Assess Change Processes.” Chemistry Education Research and Practice 18 (1): 214–232.
   Web of Science ®Google Scholar
• George, A. A., G. E. Hall, and S. M. Stiegelbauer. 2013. Measuring Implementation in Schools: The Stages of Concern Questionnaire. 3rd ed.Austin, TX: Southwest Educational Development Laboratory.
   Google Scholar
• Gokcek, T., and A. Baki. 2013. “Turkish Mathematics Teachers’ Concerns About the Curriculum Reform in the First Year of Implementation.” Eurasia Journal of Mathematics, Science & Technology Education 9 (2): 177–190.
   Web of Science ®Google Scholar
• Hall, G. E., A. A. George, and W. L. Rutherford. 1977. Measuring Stages of Concerns About the Innovation: A Manual for Use the SoC Questionnaire. Austin: Research and Development Center for Teacher Education, University of Texas.
   Google Scholar
• Hall, G. E., and S. M. Hord. 1987. Change in Schools: Facilitating the Process. Albany: New York State University Press.
   Google Scholar
• Hall, G. E., and S. M. Hord. 2014. Implementing Change: Patterns, Principles, and Potholes. 4th ed. Boston: Allyn and Bacon.
   Google Scholar
• Hastings, R. P., and S. Oakford. 2003. “Student Teachers’ Attitudes Towards the Inclusion of Children with Special Needs.” Educational Psychology: An International Journal of Experimental Educational Psychology 23 (1): 87–94.
   Google Scholar
• Hollingshead, B. 2009. “The Concerns-based Adoption Model: A Framework for Examining Implementation of a Character Education Program.” NASSP Bulletin 93 (3): 166–183.
   Google Scholar
• Hord, S. M., W. L. Rutherford, L. Huling, and G. E. Hall. 2014. “Taking Charge of Change.” Accessed September 11, 2017. http://www.sedl.org/pubs/change22/taking-charge-of-change-2014.pdf.
   Google Scholar
• James, A. R., M. Kellman, and L. Lieberman. 2011. “Perspectives on Inclusion From Students with Disabilities and Responsive Strategies for Teachers.” Journal of Physical Education, Recreation & Dance 82 (1): 33–54.
   Google Scholar
• Jiang, R. H., and Y. P. Ma. 2008. “Guanzhu weiben caina moshi: kecheng shishi pingjia de yizhong gongju.” [ Concerns-based Adoption Model: A Tool for Evaluating the Degree of Curriculum Implementation.] Jiaoyu fazhan yanjiu [ Research in Educational Development] 5: 115–118.
   Google Scholar
• Lawler, P. A., and K. P. King. 2000. “Refocusing Faculty Development: The View From an Adult Learning Perspective.” Paper presented at the American Education Research Conference, University of British Columbia.
   Google Scholar
• Levey, J. A. 2015. “Diffusion of Inclusion: Measuring Willingness to Adopt Inclusive Teaching Strategies in Nursing Educational Environments.” (Order No. 3701124). ProQuest Dissertations & Theses Global A&I: The Humanities and Social Sciences Collection; ProQuest Dissertations & Theses Global A&I: The Sciences and Engineering Collection. (1680274296). Accessed September 11, 2017. https://search.proquest.com/docview/1680274296?accountid=8554.
   Google Scholar
• Li, L. 2008. “Parents and Teachers’ Beliefs about Preschool Inclusion in P.R. China.” (Order No. 3290828). ProQuest Dissertations & Theses Global A&I: The Humanities and Social Sciences Collection. (304842976). Accessed September 10, 2017. https://search.proquest.com/docview/304842976?accountid=8554.
   Google Scholar
• Lo, C. S., and K. T. Lin. 2006. “The Pioneer Study for Inclusive Education by Concerns-Based Adoption Model.” The Journal of East Tai Wan Special Education (8): 1–19.
   Google Scholar
• Loreman, T., C. Earle, U. Sharma, and C. Forlin. 2007. “The Development of an Instrument for Measuring Pre-service Teachers’ Sentiments, Attitudes, and Concerns About Inclusive Education.” International Journal of Special Education 22 (2): 150–159.
   Google Scholar
• Mamlin, N. 1999. “Despite Best Intention: When Inclusion Fails.” The Journal of Special Education 33 (1): 36–49.
   Web of Science ®Google Scholar
• McHatton, P. A., and E. D. McCray. 2007. “Inclination Towards Inclusion: Perceptions of Elementary and Secondary Education Teacher Candidates.” Action in Teacher Education 29 (3): 25–32.
   Google Scholar
• Padeliadu, S., and V. Lampropoulou. 1997. “Attitudes of Special and Regular Education Teachers Towards School Integration.” European Journal of Special Needs Education 12 (3): 173–183.
   Google Scholar
• Pedhazur, E. J, and Schmelkin L.P. 1991. Measurement, Design, and Analysis: An Integrated Approach. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Petherbridge, D. T. 2007. “A Concerns-based Approach to the Adoption of Web-based Learning Management Systems.” (Order No. 3269445). ProQuest Dissertations & Theses Global A&I: The Humanities and Social Sciences Collection. (304844144). Accessed September 10, 2017. https://search.proquest.com/docview/304844144?accountid=8554.
   Google Scholar
• Poon-McBrayer, K. F., and P.-M. Wong. 2013. “Inclusive Education Services for Children and Youth With Disabilities: Values, Roles and Challenges of School Leaders.” Children and Youth Services Review 35 (9): 1520–1525.
   Web of Science ®Google Scholar
• Salend, S. J. 2011. Creating Inclusive Classrooms: Effective and Reflective Practices. 7th ed. New Jersey: Pearson Education.
   Google Scholar
• Sharma, U., C. Forlin, T. Loreman, and C. Earle. 2006. “Pre-service Teachers’ Attitudes, Concerns and Sentiments About Inclusive Education: An International Comparison of the Novice Pre-service Teachers.” International Journal of Special Education 21 (2): 80–93.
   Google Scholar
• Smith, T. C., E. A. Polloway, J. R. Patton, and C. A. Dowdy. 2014. Teaching Students with Special Needs in Inclusive Settings. 6th ed. New Jersey: Pearson Publishing Ltd.
   Google Scholar
• Smith, M. K., and K. E. Smith. 2000. “‘I Believe in Inclusion, But … ’: Regular Education Early Childhood Teachers’ Perceptions of Successful Inclusion.” Journal of Research in Childhood Education 14 (2): 161–180.
   Google Scholar
• Spratt, J., and L. Florian. 2015. “Inclusive Pedagogy: From Learning to Action. Supporting Each Individual in the Context of ‘Everybody’.” Teaching and Teacher Education 49: 89–96.
   Web of Science ®Google Scholar
• Thousand, J. S., R. A. Villa, and A. Nevin. 2007. Differentiating Instruction: Collaborative Planning and Teaching for Universally Designed Learning. Thousand Oaks, CA: Corwin Press, Sage Company.
   Google Scholar
• Townsend, C. F. 2009. “A Mixed Methods Analysis of the Relationship Among Specific Factors and Educators’ Dispositions and Attitudes Toward Inclusive Education.” (Order No. 3438051). Education Database; ProQuest Dissertations & Theses Global A&I: The Humanities and Social Sciences Collection. (837464941). Accessed August 11, 2017. https://search.proquest.com/docview/837464941?accountid=8554.
   Google Scholar
• UNESCO. 2009. Policy Guidelines on Inclusion in Education. Paris: United National Educational, Scientific and Cultural Organization.
   Google Scholar
• Van den Berg, R., and A. Ros. 1999. “The Permanent Importance of the Subjective Reality of Teachers During Educational Innovation: A Concerns-based Approach.” American Educational Research Journal 36 (4): 879–906.
   Web of Science ®Google Scholar
• Varcoe, L., and C. Boyle. 2014. “Pre-service Primary Teachers’ Attitudes Towards Inclusive Education.” Educational Psychology 34 (3): 323–337.
   Web of Science ®Google Scholar
• Villa, R. A., and J. S. Thousand. 2000. Restructuring for Caring and Effective Education: Piecing the Puzzle Together. Baltimore, MD: Paul H. Brooks.
   Google Scholar
• Wang, Y., Z. Q. Wang, L. Cheng, and H. X. Wang. 2013. “Sun ban jiu du jiaoshi ketang zhichi yanjiu.” [ Research on Supports for Teachers of Teaching Children with Disabilities in Regular Classroom.] Jiaoyu xue bao [ Journal of Educational Studies] 9: 67–74.
   Google Scholar
• West, J. E., and P. J. S. Whitby. 2008. “Federal Policy and the Education of Students with Disabilities: Progress and Path Forward.” Focus on Exceptional Children 41 (3): 1–16.
   Web of Science ®Google Scholar
• Williams, L., and H. Abdi. 2010. “Fisher’s Least Significant Difference Test.” In Encyclopedia of Research Design, edited by N. Salkind, 492–495. Thousand Oaks, CA: Sage.
   Google Scholar
• Xiao, F. 2007. “The Chinese ‘Learning in Regular Classroom’: History, Current Situation, and Prospects.” Chinese Education and Society 40 (4): 8–20.
   Google Scholar
• Yan, T. R. 2015. “The Research on Regular Teachers’ Concerns Towards Inclusive Education in Beijing.” Unpublished master diss., Beijing Normal University.
   Google Scholar
• Yssel, N., P. Engelbrecht, M. M. Oswald, I. Eloff, and E. Swart. 2007. “Views of Inclusion: A Comparative Study of Parents’ Perceptions in South Africa and the United States.” Remedial and Special Education 28 (6): 356–365.
   Web of Science ®Google Scholar
• Zhao, X. H. 2013. “Jin 25 nian zhongguo canji ertong jiaoyu anzhi xingshi bianqian: Jian lun sui ban jiu du zhengce de fazhan.” [ An Overview of Educational Placements of Children with Disabilities in China in the Past 25 Years: Focusing on the Development of Policies.] Zhongguo tesh jiaoyu [ Journal of Chinese Special Education] 3: 24–29.
   Google Scholar
• Zulfija, M., O. Indira, and U. Elmira. 2013. “The Professional Competence of Teachers in Inclusive Education.” Procedia - Social and Behavioral Sciences 89: 549–554.
   Google Scholar