Teachers’ sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties

References

• Ainscow, M. 2012. “Moving Knowledge around Strategies for Fostering Equity within Educational Systems.” Journal of Educational Change 13 (3): 289–310. doi:10.1007/s10833-012-9182-5.
   Google Scholar
• Bandura, A. 1994. “Self-Efficacy.” In Encyclopedia of Human Behaviour, edited by V. S. Ramachaudran, 71–81. Vol. 4. New York, NY: Academic Press.
   Google Scholar
• Bender, W. N. 2008. Learning Disabilities: Characteristics, Identification, and Teaching Strategies. USA: Pearson.
   Google Scholar
• Bouillet, D. 2013. “Djelotvorne strategije u poučavanju učenika s problemima u ponašanju.” Napredak: časopis za pedagogijsku teoriju i praksu 54 (1–2): 103–130. http://hrcak.srce.hr/138787.
   Google Scholar
• Buttner, S., S. J. Fiji, J. Bijstra, and E. van den Bosch. 2015. “Triangulating Measures of Teacher Quality in Teaching Students with Behavioral Problems.” Journal of Cognitive Education & Psychology 14 (3): 294–313. doi:10.1891/1945-8959.14.3.294.
   Web of Science ®Google Scholar
• Čagran, B., and M. Schmidt. 2011. “Attitudes of Slovene Teachers Towards the Inclusion of Pupils with Different Types of Special Needs in Primary School.” Educational Studies 37 (2): 171–195. doi:10.1080/03055698.2010.506319.
   Web of Science ®Google Scholar
• Christopher, J. C., S. E. Christopher, T. Dunnagan, and M. Schure. 2006. “Teaching Self-Care through Mindfulness Practices: The Application of Yoga, Meditation, and Qigong to Counselor Training.” Journal of Humanistic Psychology 46 (4): 494–509. doi:10.1177/0022167806290215.
   Web of Science ®Google Scholar
• Cook, B. G., D. L. Cameron, and M. Tankersley. 2007. “Inclusive Teachers’ Attitudinal Ratings of Their Students with Disabilities.” Journal of Special Education 40 (4): 230–238. doi:10.1177/00224669070400040401.
   Web of Science ®Google Scholar
• Dyson, A., P. Farrell, F. Polat, and C. Mills. 2004. Inclusion and Pupil Achievement. DfES Research Report RR 578.
   Google Scholar
• Emmer, E. T., and M. C. Gerwels. 2006. “Classroom Management in Middle and High School Classrooms.” In Handbook of Classroom Management: Research, Practice and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 407–437. Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Forness, S. R., F. N. Freeman Stephanny, T. Paparella, J. M. Kauffman, and H. M. Walker. 2012. “Special Education Implications of Point and Cumulative Prevalence for Children with Emotional or Behavioral Disorders.” Journal of Emotional and Behavioral Disorders 20 (1): 4–18. doi:10.1177/1063426611401624.
   Web of Science ®Google Scholar
• Gerič, D., and M. Horvat. 2000. “Delo z družino, centri za socialno delo in drugimi ustanovami.” In Delo z vedenjsko in osebnostno motenim otrokom in mladostnikom, edited by M. Horvat, 20–28. Ljubljana: Zavod Republike Slovenije za šolstvo.
   Google Scholar
• Goodman, R. L., and D. M. Burton. 2010. “The Inclusion of Students with BESD in Mainstream Schools: Teachers’ Experiences of and Recommendations for Creating a Successful Inclusive Environment.” Emotional and Behavioural Difficulties 15 (3): 223–237. doi:10.1080/13632752.2010.497662.
   Google Scholar
• Hastings, R. P., and S. Oakford. 2003. “Student Teachers’ Attitudes Towards the Inclusion of Children with Special Needs.” Educational Psychology 23 (1): 87–94. doi:10.1080/01443410303223.
   Google Scholar
• Hunt, P., and L. Goetz. 1997. “Research on Inclusive Educational Programs, Practices, and Outcomes for Students with Severe.” Journal of Special Education 31 (1): 3. doi:10.1177/002246699703100102.
   Web of Science ®Google Scholar
• Hwang, Y., and D. Evans. 2011. “Attitudes Towards Inclusion: Gaps between Belief and Practice.” International Journal of Special Education 26 (1): 136–146. https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ921198.
   Google Scholar
• Itković, Z. 1998. “Neki pokazatelji uspješnosti nastave na više razina težine u radu s učenicima s teškoćama u učenju u redovitoj školi.” Hrvatska revija za rehabilitacijska istraživanja 34 (2): 103–116. http://hrcak.srce.hr/101116.
   Google Scholar
• Johnson-Harris, K. M., and N. A. Mundschenk. 2014. “Working Effectively with Students with BD in a General Education Classroom: The Case for Universal Design for Learning.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 87 (4): 168–174. doi:10.1080/00098655.2014.897927.
   Google Scholar
• Jordan, A., E. Schwartz, and D. McGhie-Richmond. 2009. “Preparing Teachers for Inclusive Classrooms.” Teaching and Teacher Education 25 (4): 535–542. doi:10.1016/j.tate.2009.02.010.
   Web of Science ®Google Scholar
• Kalin, J., C. Peklaj, S. Pečjak, M. Puklek Levpušček, and M. Valenčič Zuljan. 2017. “Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies.” C.E.P.S Journal 7 (4): 37–62.
   Google Scholar
• Klemenčič, E., M. Z. Drnovšek, and L. Zalokar. 2016. “Razvoj modela nacionalne mreže služb za duševno zdravje otrok in mladostnikov.” Specialna in Rehabilitacijska Pedagogika 24 (1): 80–81.
   Google Scholar
• Kobal Tomc, B., and T. Narat. 2016. “Otroci s posebnimi potrebami.” In Položaj otrok v Sloveniji danes: Situacijska analiza, edited by A. Črnak Meglič and B. Kobal Tomc, 200–205. Ljubljana: Inštitut RS za socialno varstvo.
   Google Scholar
• Kobolt, A. 2008. “Od Individualnih Razlik Preko Drugačnosti Do Psihosocialnih Motenj.” In Problemi inkluzivne obravnave vedenjsko izstopajočih, socialno in kulturno depriviligiranih učencev in dijakov, edited by A. Kobolt, 60–67. Ljubljana: Pedagoška fakulteta.
   Google Scholar
• Kobolt, A., and T. Vec. 2011. “V Sloveniji ni otrok in mladostnikov z motnjami vedenja in osebnosti?” Šolsko svetovalno delo 15 (1–2): 89–92.
   Google Scholar
• Koller Trbović, N., B. Nikolić, and V. Dugandžić. 2009. “Procjena čimbenika rizika kod djece i mladih u riziku ili s poremećajima u ponašanju u različitim intervencijskim sustavima: Socio-ekološki model.” Hrvatska revija za rehabilitacijska istraživanja 45 (2): 37–54. http://hrcak.srce.hr/52011.
   Google Scholar
• Kos, J. M., A. L. Richdale, and M. S. Jackson. 2004. “Knowledge about Attention-Deficit/Hyperactivity Disorder: A Comparison of In-Service and Preservice Teachers.” Psychology in the Schools 41 (5): 517–526. doi:10.1002/pits.10178.
   Web of Science ®Google Scholar
• Lebarič, N., D. Kobal Grum, and J. Kolenc. 2006. Socialna integracija otrok s posebnimi potrebami. Radovljica: Didakta.
   Google Scholar
• Magajna, L., G. Čačinovič Vogrinčič, M. Kavkler, S. Pečjak, and K. Bregar-Golobič. 2008. Učne težave v osnovni šoli: Koncept dela. Ljubljana: Zavod Republike Slovenije za šolstvo.
   Google Scholar
• Malinen, O.-P., H. Savolainen, and J. Xu. 2012. “Beijing In-Service Teachers’ Self-Efficacy and Attitudes Towards Inclusive Education.” Teaching and Teacher Education 28 (4): 526–534. doi:10.1016/j.tate.2011.12.004.
   Web of Science ®Google Scholar
• Monsen, J. J., D. L. Ewing, and M. Kwoka. 2014. “Teachers’ Attitudes Towards Inclusion, Perceived Adequacy of Support and Classroom Learning Environment.” Learning Environment Research 17: 113–126. doi:10.1007/s10984-013-9144-8.
   Google Scholar
• Muijs, D., and D. Reynolds. 2010. “Kako odpraviti neprimerno vedenje.” Vzgoja in izobraževanje 41 (5): 39–44.
   Google Scholar
• Nash, P., A. Schösser, and T. Scarr. 2016. “Teachers’ Perceptions of Disruptive Behaviour in Schools: A Psychological Perspective.” Emotional and Behavioural Difficulties 21 (2): 167–180. doi:10.1080/13632752.2015.1054670.
   Web of Science ®Google Scholar
• Nickerson, A. B., and A. M. Brosof. 2003. “Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders.” Behavioral Disorders 28 (4): 401–409. doi:10.1177/019874290302800407.
   Web of Science ®Google Scholar
• Paju, B., L. Räty, R. Pirttimaa, and E. Kontu. 2016. “The School Staff’s Perception of Their Ability to Teach Special Educational Needs Pupils in Inclusive Settings in Finland.” International Journal of Inclusive Education 20 (8): 801–815. doi:10.1080/13603116.2015.1074731.
   Web of Science ®Google Scholar
• Payne, L. D., L. Marks, and B. Bogan. 2007. “Using Curriculum-Based Assessment to Address the Academic and Behavioral Deficits of Students with Emotional and Behavioral Disorders.” Beyond Behavior 16 (3): 3–6.
   Google Scholar
• Pšunder, M. 2011. Vodenje razreda. Maribor: Mednarodna založba Oddelka za slovanske jezike in književnost, Filozofska fakulteta.
   Google Scholar
• Rae, T., N. Cowell, and L. Field. 2017. “Supporting Teachers’ Well-Being in the Context of Schools for Children with Social, Emotional and Behavioural Difficulties.” Emotional and Behavioural Difficulties 22 (3): 200–218. doi:10.1080/13632752.2017.1331969.
   Web of Science ®Google Scholar
• Romi, S., and Y. Leyser. 2006. “Exploring Inclusion Preservice Training Needs: A Study of Variables Associated with Attitudes and Self-Efficacy Beliefs.” European Journal of Special Needs Education 21 (1): 85–105. doi:10.1080/08856250500491880.
   Google Scholar
• Rose, R., M. Shevlin, E. Winter, and P. O’Raw. 2015. Project IRIS – Inclusive Research in Irish Schools. NCSE Research Report No. 20. Trim: National Council for Special Education.
   Google Scholar
• Schmidt, M., and B. Čagran. 2005. “Razredna klima v inkluzivnem razredu.” Sodobna pedagogika 56 (4): 24–40.
   Google Scholar
• Schmidt, M., and H. Čreslovnik. 2010. “Learning Habits of SSN in Short-Term Vocational Education Programmes.” Educational Studies 36 (4): 415–430. doi:10.1080/03055690903425409.
   Web of Science ®Google Scholar
• Schmidt, M., and K. Vrhovnik. 2015. “Attitudes of Teachers Towards the Inclusion of Children with Special Needs in Primary and Secondary Schools.” Hrvatska revija za rehabilitacijska istraživanja 51 (2): 16–30. http://hrcak.srce.hr/150108.
   Google Scholar
• Schoger, K. D. 2006. “Reverse Inclusion: Providing Peer Social Interaction Opportunities to Students Placed in Self-Contained Special Education Classrooms.” Teaching Exceptional Children Plus 2 (6): Article 3. http://escholarship.bc.edu/education/tecplus/vol2/iss6/art3.
   Google Scholar
• Sharma, U., C. Forlin, and T. Loreman. 2008. “Impact of Training on Pre-Service Teachers’ Attitudes and Concerns about Inclusive Education and Sentiments about Persons with Disabilities.” Disability & Society 23 (7): 773–785. doi:10.1080/09687590802469271..
   Web of Science ®Google Scholar
• Sharma, U., T. Loreman, and C. Forlin. 2012. “Measuring Teacher Efficacy to Implement Inclusive Practices.” Journal of Research in Special Educational Needs 12 (1): 12–21. doi:10.1111/j.1471-3802.2011.01200.x.
   Google Scholar
• Šoln Vrbinc, P., K. Švalj, and M. Jakič Brezočnik. 2016. Strokovni centri. Mreža strokovnih institucij. Izhodišča za sistemsko ureditev ter pilotni projekt. Ljubljana: Ministrstvo za izobraževanje, znanost in šport. Accessed August 17, 2017. http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/posebne_potrebe/pdf/Mreza_strokovnih_centrov.pdf
   Google Scholar
• Soodak, L. C. 2003. “Classroom Management in Inclusive Settings.” Theory into Practice 42 (4): 327–333. doi:10.1207/s15430421tip4204_10.
   Web of Science ®Google Scholar
• Soodak, L. C., and M. R. McCarthy. 2006. “Classroom Management in Inclusive Settings.” In Handbook of Classroom Management: Research, Practice and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 1005–1019. Mahwah, NJ & London, UK: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Specht, J., D. McGhie-Richmond, T. Loreman, P. Mirenda, S. Bennett, T. Gallagher, G. Young, et al. 2016. “Teaching in Inclusive Classrooms: Efficacy and Beliefs of Canadian Preservice Teachers.” International Journal of Inclusive Education 20 (1): 1–15. doi:10.1080/13603116.2015.1059501.
   Web of Science ®Google Scholar
• Stoutjesdijk, R., E. M. Scholte, and H. Swaab. 2012. “Special Needs Characteristics of Children with Emotional and Behavioral Disorders that Affect Inclusion in Regular Education.” Journal of Emotional and Behavioral Disorders 20 (2): 92–104. doi:10.1177/1063426611421156.
   Web of Science ®Google Scholar
• Tanner, B. L. 2009. Teachers’ Sense of Efficacy and Use of Behavioral: Consultation Effects and Sustainability. PhD diss., College of Education. University of South Florida. Accessed June 5, 2013. https://search-proquest-com.ezproxy.lib.ukm.si/docview/304996478?accountid=28931.
   Google Scholar
• Tournaki, N., and D. M. Podell. 2005. “The Impact of Student Characteristics and Teacher Efficacy on Teachers’ Predictions of Student Success.” Teaching and Teacher Education 21 (3): 299–314. doi:10.1016/j.tate.2005.01.003.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., and A. Woolfolk Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (7): 783–805. doi:10.1016/S0742-051X(01)00036-1.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., A. Woolfolk Hoy, and W. K. Hoy. 1998. “Teacher Efficacy: It’s Meaning and Measure.” Review of Educational Research 68 (2): 202–248. doi:10.3102/00346543068002202.
   Web of Science ®Google Scholar
• Vec, T. 2011. “Moteče vedenje: Ozadja in osnovni dejavniki, ki nanj vplivajo.” Socialna Pedagogika 15 (2): 125–152.
   Google Scholar
• Viel-Ruma, K., D. Houchins, K. Jolivette, and G. Benson. 2010. “Efficacy Beliefs of Special Educators: The Relationships among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction.” Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council for Exceptional Children 33 (3): 225–233. doi:10.1177/0888406409360129.
   Google Scholar
• White, A. J. 2014. An Investigation of Teacher Efficacy: Understandings, Practices, and the Impact of Professional Development as Perceived by Elementary School Teachers. ProQuest LLC, Ed. D. Disertation, College of Saint Elizabeth.
   Google Scholar
• Woolfolk Hoy, A., and R. Burke Spero. 2005. “Changes in Teacher Efficacy during the Early Years of Teaching: A Comparison of Four Measures.” Teaching and Teacher Education 21 (4): 343–356. doi:10.1016/j.tate.2005.01.007.
   Web of Science ®Google Scholar
• Woolfolk Hoy, A., W. K. Hoy, and H. Davis. 2009. “Teachers’ Self-Efficacy Beliefs.” In Handbook of Motivation in School, edited by K. Wentzel and A. Wigfield, 627–654. Mahwah, NJ: Erlbaum.
   Google Scholar
• Woolfson, L., E. Grant, and L. Campbell. 2007. “A Comparison of Special, General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning.” Educational Psychology 27 (2): 295–306. doi:10.1080/01443410601066826.
   Web of Science ®Google Scholar
• Woolfson, L. M., and K. Brady. 2009. “An Investigation of Factors Impacting on Mainstream Teachers’ Beliefs about Teaching Students with Learning Difficulties.” Educational Psychology: an International Journal of Experimental Educational Psychology 29 (2): 221–238. doi:10.1080/01443410802708895.
   Web of Science ®Google Scholar