“It isn't you”
Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities
Bibliographic Data
| ID | 21376181 |
|---|---|
| Authors | Stuart Woodcock (0000-0002-2035-8638, School of Education and Professional Studies, Griffith University Mt Gravatt QLD Australia, corresponding author), Sandy Nicoll (0000-0002-3237-2541, School of Education Excelsia College Macquarie Park NSW Australia) |
| Year | 2022 |
| Volume | 59 |
| Issue | 4 |
| Pages | 765-783 |
| Publication date | 2022-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22643 |
| OpenAlex | W4205909259 |
| Language | EN |
| Citations received | 3 |
| References cited | 51 |
Teachers’ beliefs in inclusive education can be highly significant in the success of inclusive classrooms resulting in the performance outcomes of students. Teachers’ understandings and expectations of students are important if students are to reach their potential. This study investigated 182 Australian secondary teachers’ beliefs about inclusive education in relation to their causal attributions toward students with specific learning disabilities. This study was a quantitative study that used a survey instrument to measure teachers’ attributional responses to students with and without specific learning disabilities. The findings show that teachers who believe in inclusive education report to be more positive/encouraging in their feedback towards students, feel greater sympathy toward them, as well as hold higher expectations toward the future than their counterparts. Teachers need to believe in inclusive education if students are to reach their potential at school
Attribution · Developmental psychology · Inclusion (mineral) · Learning disability · Mathematics education · Pedagogy · Special education · Sympathy · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Psychology · Social Psychology · Teacher Education and Leadership Studies
Measuring teacher efficacy to implement inclusive practices
The Development of an Attribution-Based Theory of Motivation
Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective
Motivation to learn
Making Education for All inclusive
Preparing teachers for inclusive education
Engaging with the views of students to promote inclusion in education
Eta squared and partial eta squared as measures of effect size in educational research
Fostering Student Learning
Teachers’ attitudes towards inclusion in high schools
An attributional theory of achievement motivation and emotion.
Pygmalion in the classroom
Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities
Secondary schools included
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
Leadership for differentiated instruction
Inclusive education policies
Inclusive pedagogy in action
Inclusion in action
Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Gender Identity Disparities in Bathroom Safety and Wellbeing among High School Students
Pygmalion in the classroom
Equality and Diversity in the Classroom
Perceiving the Causes of Success and Failure
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |