Umesh Sharma
Dados Biográficos
| ID | 6508435 |
|---|---|
| NOME | Umesh Sharma |
| PRENOMES | Umesh |
| SOBRENOME | Sharma |
| ASSINATURA | SHARMA U |
| AFILIAÇÕES | Monash University |
| ORCID | 0000-0002-5198-9379 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 67 |
| TOTAL DE CITAÇÕES | 239 |
| TOTAL COMO AUTOR | 67 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 9 |
Productivity and Nodulation of Pulse Crops under Gmelina arborea Based Agroforestry Systems in Central India
Agroforestry systems integrating timber trees with legumes enhance land productivity, soil fertility, and economic sustainability in rainfed tropical regions. This study evaluated the productivity of Gmelina arborea and the growth, nodulation, yield, and economics of three pulse crops namely arhar, cowpea, and green gram under G. arborea-based agroforestry systems in central India during 2021–2022. The experiment was conducted in a randomized blo…
A comprehensive review of regional distribution and traditional uses of Rhododendron campanulatum in the Indian Himalayas
Background: The Indian Himalayan Region (IHR), one of the world’s most prominent biodiversity hotspots, harbors rich alpine and sub-alpine flora that are vital for ecological stability and local livelihoods. Rhododendron campanulatum is a key species of significant ecological and cultural importance, widely distributed across temperate and sub-alpine zones at altitudes ranging from 2800 to 4800 m above sea level. Despite its critical role in slop…
‘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…
Leadership as conversion
This article addresses how school leadership develops teacher capabilities for pedagogically responsive education in increasingly diverse contexts. Drawing on Sen’s capability approach and the theory of practice architectures, it conceptualizes pedagogical responsiveness as a collectively supported capability-set rather than individual teacher dispositions. The study examines how leaders mediate discursive, material-economic and relational arrang…
Teachers’ intentions to teach in inclusive classrooms in China
Guided by the Theory of Planned Behaviour (TPB), this study investigated how the inclusive school climate, teachers’ attitudes, and self-efficacy are related to their intentions to teach in inclusive classrooms. It also examined the impact of teachers’ demographic characteristics on these belief constructs. Data were collected from 1,418 in-service teachers in China. Structural equation modelling demonstrated that the inclusive school climate pos…
Responsive education in conditions of superdiversity
This article proposes a metric of teacher capabilities for responsive and inclusive education, grounded in the Capability Approach. Reporting Phase 1 of a three-phase mixed-methods study, we analyse semi-structured interviews with sixteen stakeholders in Victoria, Australia, representing principal associations, teacher unions, disability advocacy groups, multicultural education organisations, refugee support services and teacher education. Codebo…
Examining factors influencing in-service teachers’ perceptions of inclusive school climate in China
We're all in it together”
Strategies for Sustainable Land Management Through Climate‐Resilient Horticulture
Land degradation is a major threat to agricultural production, biota, and terrestrial livelihoods under changing climatic scenarios. But climate‐resilient horticulture (CRH) provides optimistic and sustainable elucidations for mitigate the problems from the land degradation issue. It may happen via adaptive approaches that help reinstate ecosystems and resilience services. Here, we review the potential role of CRH in maintaining the soil by preve…
Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice
This article describes an exploratory qualitative study undertaken to gain insights into the perceptions of primary-grade students about their sense of belonging (SB) by capturing student voice. The key question that guided the study was what contributes to the student's sense of belonging in the primary schools of Bangladesh. Twenty-nine grade-four students from two purposively selected schools participated in the photovoice study. To represent …
Public value and public sector accountability in New Zealand
Purpose This paper aims to present an overview of the development of the public value accounting approach and its application to public sector accountability in New Zealand. Design/methodology/approach The study uses the public value framework to demonstrate the outcome-related planning and control mechanisms that are put in place in the public sector. The paper draws from archival research using a case study of the Ministry of Pacific Peoples. F…
Growth and yield responses of common bean (Phaseolus vulgaris L.) to tree lopping and organic manure under Morus-based agri-silvicultural system
Sustainable land management targets climate change by mitigating greenhouse gas emissions, bolstering resilience against climate-related disasters and advocating sustainable practices. India has significantly contributed to shaping the UN Sustainable Development Agenda 2030, in which agroforestry has emerged as a critical component. The tree-based intercropping practices implemented in agroforestry reduce competitive associations between woody an…
Integrating millets into agroforestry systems
Integration of millets in agroforestry enhances soil and biodiversity. • Millet-based systems improve climate resilience in rainfed farming. • Combines traditional knowledge with modern breeding approaches. • Identifies policy gaps for millet–agroforestry adoption in India. • Recommends strategies to scale millet–tree systems sustainably. Conventional monocropping practices often characterized by limited inputs, declining soil health, and vulnera…
Alcohol withdrawal in patients with liver disease
Our study highlights the higher mortality, hospital LOS, and ICU admissions in patients with liver cirrhosis and hepatic failure. We also recommend further controlled studies to examine the severity of AWS in hepatic patients, using other tools besides CIWA-Ar
A mixed methods survey of research education requirements for residents in internal medicine, neurology and transitional programs
The findings underscore the need for structured approaches tailored to resident preferences to enhance scholarly engagement. Residents ranked observational study design and systematic reviews as their top priorities, indicating a preference for research methodologies that are practicable within residency timelines. Residency programs should enhance early mentorship, provide targeted research education, and facilitate access to statistical and met…
A scoping review of the components of effective teacher in-service professional development in inclusive education
This scoping review explores the components and outcomes of in-service professional development (IPD) in Inclusive Education (IE) within mainstream primary school settings. A systematic search of the literature was conducted to identify relevant studies, and 30 articles were identified that met inclusion criteria. Data were then extracted for each study on the components of IPD, specific content or skills taught, and outcomes for teachers and stu…
A global review of agroforestry research and policy directions
Key factors influencing the sense of belonging in students experiencing marginalisation
Integration of 3-H inclusive apprenticeship approach in Pakistani teacher education through forging connections between university and school educators
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
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 …
A scoping review of perceived support needs of teachers for implementing inclusive education
For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers’ perc…
Canadian educators' post-pandemic recovery and students’ unmet needs
We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators ( N = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to…
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…
A tapestry of multiple perspectives
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…
Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia
Factors influencing teacher self-efficacy for inclusive education
Teacher self-efficacy and inclusive education practices
This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only hav…
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…
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools locate…
Are we included? Secondary students' perception of inclusion climate in their schools
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practi…
Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand all students’ perceptions about being included in regular classrooms. Therefore, the study examined secondary schoo…
Using indicators as a catalyst for inclusive education in the Pacific Islands
The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Educat…
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…
Impact of teacher education on pre-service regular school teachers' attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea
Can I really teach without my magic cane ?’ Teachers’ responses to the banning of corporal punishment
This paper reports on how teachers are responding to students' inappropriate behaviours in public primary schools in Bangladesh. Data in this study were collected after the adoption of a recent government policy that has abolished corporal punishment in primary schools. Semi-structured, one-on-one interviews were conducted with 22 teachers from six public primary schools in one district in Bangladesh. Thematic analysis technique was used to analy…
Addressing barriers to implementing inclusive education in the Pacific
Countries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able t…
Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia
Universities often struggle to translate theory of inclusive education into real life practices for pre-service teachers (PSTs). In this paper, we evaluate an innovative partnership between Australian secondary school teachers and university academics where they co-designed and co-taught an undergraduate inclusive education course. We used a quasi-experimental design where 67 PSTs were grouped into two cohorts: one co-taught by the team of school…
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms
The study examines attitudes, concerns, self-efficacy, and intentions of secondary school teachers from Australia (n = 140) and Switzerland (n = 221) to teach in inclusive classrooms. Australian educators had more positive attitudes towards inclusion, fewer concerns and higher self-efficacy to teach inclusively when compared to their Swiss counterparts. Further, the authors found that Australian teachers had significantly more positive intentions…
I can because I think I can
The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to adopt inclusive teaching practices in their classrooms. This study drew on the responses of 158 educators employed at secondary schools throughout Victoria, Australia, in order to quantify and explain their beliefs regarding their efficaciousness in relation to inclusive education. Research sometimes reflects the view that secondary school teachers ar…
Key factors influencing the sense of belonging in students experiencing marginalisation
I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at t…
Solomon Islands school leaders readiness for inclusive education
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive education in their respective schools. Completed questionnaires were received from 85 leaders of seco…
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…
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Inclusion and equity in India’s new National Education Policy (NEP)
This article reports a qualitative document analysis of India’s NEP with a view to understand how the policy embeds notions of inclusion and equity. It also highlights how the policy sets out to achieve universal access to quality education for all children in India. An analytical framework based on the Context Led Model of Education Quality was developed with a focus on the dimensions of inclusion, relevance and participation to undertake the an…
How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery
Research has recognized that enhancing pre-service teachers’ attitudes, efficacy, and decreasing concerns about inclusive education are essential factors in teacher preparation. However, no research has compared the relative ability of online courses to affect these factors when compared to traditional face-to-face instruction. The current study used pre–post survey methods to measure the effects of the online versus face-to-face formats of teach…
Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana
This study explored teacher self-efficacy, attitudes and concerns about implementing inclusive education in Ghana, using a four-part survey questionnaire comprising Teachers’ Background Information, Self-Efficacy About Inclusive Education, Attitudes Toward Inclusive Education and Concerns About Inclusive Education. Data obtained from 134 primary school teachers in two regions were analysed using Descriptive statistics, t-Tests, ANOVA and Correlat…
Five years of needle syringe exchange in Manipur, India
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…
A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools
A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard‐of‐hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information is provided about the design and development of the programme, including the components that support …
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…
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools locate…
I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at t…
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…
Solomon Islands school leaders readiness for inclusive education
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive education in their respective schools. Completed questionnaires were received from 85 leaders of seco…
Can I really teach without my magic cane ?’ Teachers’ responses to the banning of corporal punishment
This paper reports on how teachers are responding to students' inappropriate behaviours in public primary schools in Bangladesh. Data in this study were collected after the adoption of a recent government policy that has abolished corporal punishment in primary schools. Semi-structured, one-on-one interviews were conducted with 22 teachers from six public primary schools in one district in Bangladesh. Thematic analysis technique was used to analy…
Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?
This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were obs…
Using indicators as a catalyst for inclusive education in the Pacific Islands
The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Educat…
Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia
Addressing barriers to implementing inclusive education in the Pacific
Countries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able t…
Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana
This study explored teacher self-efficacy, attitudes and concerns about implementing inclusive education in Ghana, using a four-part survey questionnaire comprising Teachers’ Background Information, Self-Efficacy About Inclusive Education, Attitudes Toward Inclusive Education and Concerns About Inclusive Education. Data obtained from 134 primary school teachers in two regions were analysed using Descriptive statistics, t-Tests, ANOVA and Correlat…
I can because I think I can
The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to adopt inclusive teaching practices in their classrooms. This study drew on the responses of 158 educators employed at secondary schools throughout Victoria, Australia, in order to quantify and explain their beliefs regarding their efficaciousness in relation to inclusive education. Research sometimes reflects the view that secondary school teachers ar…
Are we included? Secondary students' perception of inclusion climate in their schools
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practi…
Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand all students’ perceptions about being included in regular classrooms. Therefore, the study examined secondary schoo…
Impact of teacher education on pre-service regular school teachers' attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea
Innovations in teacher education at the time of Covid19
The university sector was hit hard by COVID-19 in early 2020 with global calls for universities to lockdown. The teacher education sector in most countries, including Australia, had not anticipated the shift to off-campus teaching of such a massive scale and the sector was not well prepared for the challenge. This paper reports how the Australian education sector responded to the COVID-19 pandemic and details how one Australian university impleme…
Inclusive education in the Pacific
The inclusive practices of classroom teachers
There is a consensus that what teachers do in the classroom directly impacts student’s learning. Currently, however there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teachers. Thus, research-based guidance regarding how best to target observations of inclusive teachers warrants further investigation. The purpose of this scopi…
Factors influencing Indonesian teachers’ use of proactive classroom management strategies
Despite policy initiatives to ban use of corporal punishment, some teachers still use punitive classroom management strategies in countries like Indonesia. With the urgent need for teachers to use evidence-based strategies to address challenging behaviours, it is important to understand the factors that may predict teachers’ likelihood to employ proactive practices. This study examined the influence of teacher attributions for student behaviour p…
Psychology (46 obras) · Pedagogy (38 obras) · Mathematics education (33 obras) · Inclusion (mineral (28 obras) · Teacher Education and Leadership Studies (28 obras) · Medicine (27 obras) · Collaborative Teaching and Inclusion (26 obras) · Political science (24 obras) · Medical education (23 obras) · Social Psychology (23 obras)