Tim Loreman
Biographic Data
| ID | 5167878 |
|---|---|
| NAME | Tim Loreman |
| GIVEN NAMES | Tim |
| FAMILY NAME | Loreman |
| SIGNATURE | LOREMAN T |
| AFFILIATIONS | Concordia University of Edmonton |
| ORCID | 0000-0002-6666-1720 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 118 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
‘School is no longer a lone wolf effort’
Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of hi…
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a …
Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale ( Teip‐SF )
High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measureme…
Identifying teachers’ strengths to face Covid-19
An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identi…
Resources for inclusive education – impacts of funding and provision
Promising practices for preparing Canadian teachers for inclusive classrooms
Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre…
Measuring the use of inclusive practices among pre-service educators
The inclusion of all learners in mainstream classrooms is an objective for schools internationally. The aim of this study was to test the psychometric properties of the newly developed Inclusive Practices Scale (IPS) to determine if the intention to use inclusive practices could be predicted from participants' attitudes and efficacy scores. Participants included 390 pre-service educators from four countries (Australia, India, Canada, and Hong Kon…
The Dispositions towards Loving Pedagogy (DTLP) scale
This study aimed to refine and validate the Dispositions towards Loving Pedagogy (DTLP) Scale and to ascertain the views of pre-service teachers on the aspects of loving pedagogy. The participants were 114 pre-service teachers from the Concordia University of Edmonton Education After-Degree program. As a result of the analysis, the scale was reduced to 29 items across six factors. The Cronbach Alpha coefficient for the entire scale was 0.90. Base…
Are we included? Secondary students' perception of inclusion climate in their schools
Factors contributing to the implementation of inclusive education in Pacific Island countries
This study reports the outcomes of focus group discussions reflected in presentations of concept maps relating to the implementation of inclusive education in the Pacific based on the views of 39 stakeholders from four countries (Fiji, Samoa, Solomon Islands, and Vanuatu). Five themes emerged, with one of the strongest being that of culture, community, and religion. This, amongst other ideas, is central to Pacific Islanders’ understandings of inc…
Teaching in inclusive classrooms
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher sel…
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Furth…
Measuring inclusive education outcomes in Alberta, Canada
This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for Alberta, Canada. The international relevance of this study may be found in the process used, the themes iden…
Measuring teacher efficacy to implement inclusive practices
The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18‐item scale was developed on a sample of 607 pre‐service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behav…
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
This paper reports the final development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and admini…
Essential Inclusive Education-Related Outcomes for Alberta Preservice Teachers
This article examines the knowledge, skills, and attributes (KSAs) that Alberta preservice teachers need to develop over the course of their teacher preparation programs in order to work effectively in inclusive classrooms. Inclusive classrooms are those where all students regardless of diversity learn in the same contexts. These KSAs are presented as program outcomes and are identified in relation to their prominence in the literature on inclusi…
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 …
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teache…
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teache…
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 …
Measuring the use of inclusive practices among pre-service educators
The inclusion of all learners in mainstream classrooms is an objective for schools internationally. The aim of this study was to test the psychometric properties of the newly developed Inclusive Practices Scale (IPS) to determine if the intention to use inclusive practices could be predicted from participants' attitudes and efficacy scores. Participants included 390 pre-service educators from four countries (Australia, India, Canada, and Hong Kon…
Are we included? Secondary students' perception of inclusion climate in their schools
Measuring inclusive education outcomes in Alberta, Canada
This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for Alberta, Canada. The international relevance of this study may be found in the process used, the themes iden…
Teaching in inclusive classrooms
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher sel…
Factors contributing to the implementation of inclusive education in Pacific Island countries
This study reports the outcomes of focus group discussions reflected in presentations of concept maps relating to the implementation of inclusive education in the Pacific based on the views of 39 stakeholders from four countries (Fiji, Samoa, Solomon Islands, and Vanuatu). Five themes emerged, with one of the strongest being that of culture, community, and religion. This, amongst other ideas, is central to Pacific Islanders’ understandings of inc…
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Furth…
Resources for inclusive education – impacts of funding and provision
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 …
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teache…
Essential Inclusive Education-Related Outcomes for Alberta Preservice Teachers
This article examines the knowledge, skills, and attributes (KSAs) that Alberta preservice teachers need to develop over the course of their teacher preparation programs in order to work effectively in inclusive classrooms. Inclusive classrooms are those where all students regardless of diversity learn in the same contexts. These KSAs are presented as program outcomes and are identified in relation to their prominence in the literature on inclusi…
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
This paper reports the final development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and admini…
Measuring teacher efficacy to implement inclusive practices
The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18‐item scale was developed on a sample of 607 pre‐service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behav…
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Furth…
Measuring inclusive education outcomes in Alberta, Canada
This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for Alberta, Canada. The international relevance of this study may be found in the process used, the themes iden…
Factors contributing to the implementation of inclusive education in Pacific Island countries
This study reports the outcomes of focus group discussions reflected in presentations of concept maps relating to the implementation of inclusive education in the Pacific based on the views of 39 stakeholders from four countries (Fiji, Samoa, Solomon Islands, and Vanuatu). Five themes emerged, with one of the strongest being that of culture, community, and religion. This, amongst other ideas, is central to Pacific Islanders’ understandings of inc…
Teaching in inclusive classrooms
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher sel…
Are we included? Secondary students' perception of inclusion climate in their schools
The Dispositions towards Loving Pedagogy (DTLP) scale
This study aimed to refine and validate the Dispositions towards Loving Pedagogy (DTLP) Scale and to ascertain the views of pre-service teachers on the aspects of loving pedagogy. The participants were 114 pre-service teachers from the Concordia University of Edmonton Education After-Degree program. As a result of the analysis, the scale was reduced to 29 items across six factors. The Cronbach Alpha coefficient for the entire scale was 0.90. Base…
Promising practices for preparing Canadian teachers for inclusive classrooms
Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre…
Measuring the use of inclusive practices among pre-service educators
The inclusion of all learners in mainstream classrooms is an objective for schools internationally. The aim of this study was to test the psychometric properties of the newly developed Inclusive Practices Scale (IPS) to determine if the intention to use inclusive practices could be predicted from participants' attitudes and efficacy scores. Participants included 390 pre-service educators from four countries (Australia, India, Canada, and Hong Kon…
Resources for inclusive education – impacts of funding and provision
Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale ( Teip‐SF )
High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measureme…
Identifying teachers’ strengths to face Covid-19
An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identi…
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a …
‘School is no longer a lone wolf effort’
Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of hi…
Pedagogy (15 works) · Psychology (14 works) · Mathematics education (11 works) · Teacher Education and Leadership Studies (11 works) · Medicine (10 works) · Collaborative Teaching and Inclusion (9 works) · Medical education (9 works) · Inclusion (mineral (8 works) · Social Psychology (8 works) · Sociology (8 works)