The relationship of inclusive education climate and teachers’ differentiated instruction
The mediating role of efficacy for inclusive practices and attitudes towards inclusive education
Bibliographic Data
| ID | 12579778 |
|---|---|
| Authors | Wenbin Fu (0000-0002-6117-5547, Beijing Normal University, corresponding author), Tao Tao (0000-0001-9865-5985, Beijing Normal University), Li She (0000-0002-5512-8349, Hunan Normal University) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-11-09 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2025.2584601 |
| OpenAlex | W4416051714 |
| Language | EN |
| Citations received | 1 |
| References cited | 70 |
Higher education · Inclusion (mineral · Mainstreaming · Special education · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Teacher Education and Leadership Studies
Encyclopedia of the Sciences of Learning
Measuring teacher efficacy to implement inclusive practices
Utility of confirmatory factor analysis in test validation research.
Differentiated Instruction, Professional Development, and Teacher Efficacy
Sources of Self‐Efficacy
Self-efficacy and educational development
Systems View of School Climate
Reconceptualizing the Sources of Teaching Self-Efficacy
Teacher self-efficacy, instructional quality, and student motivational beliefs
Descriptive statistics and normality tests for statistical data
Cutoff criteria for fit indexes in covariance structure analysis
Statistical notes for clinical researchers
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
Exploring the Interplay between Teacher Leadership and Self-Efficacy
Overcoming Challenges and Promoting Positive Education in Inclusive Schools
‘ I never feel like I am prepared enough ’
Voices in practice
Understanding teachers’ attitudes and self-efficacy in inclusive education
From Policies to Practices
Regular primary schoolteachers’ attitudes towards inclusive education
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya
Australian preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms
Making it work
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
Differentiating instruction
Impact of teacher education on pre-service regular school teachers' attitudes, intentions, concerns and self-efficacy about inclusive education in South Korea
The effects of teacher competence on student outcomes in elementary science education
Measuring teachers’ self-efficacy beliefs
Teachers' self-efficacy and the sources of efficacy
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education
Inclusive practices in teaching students with dyslexia
Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
The impact of social cognitive and personality factors on teachers' reported inclusive behaviour
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |