Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers

By C. Forlin, Ismael Garcí Cedillo, Silvia Romero-Contreras, Todd V. Fletcher, Humberto Javier Rodríguez Hernández. 2010

122 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/14df49a3397e7f2e75ae81200a55cbf6b270778a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. U. Sharma
2. H. Savolainen
3. Akie Yada
4. J. Katz
5. Olli-Pekka Malinen
6. Anthony Nuttal
7. T. Loreman
8. Sal Mendaglio

In Safety Research

1. U. Sharma
2. T. Loreman
3. H. Savolainen
4. Akie Yada
5. Sal Mendaglio
6. Anthony Nuttal
7. Jodi L. Peebles
8. Olli-Pekka Malinen

In Sociology and Political Science

1. U. Sharma
2. H. Savolainen
3. Akie Yada
4. J. Katz
5. T. Loreman
6. Anthony Nuttal
7. Sal Mendaglio
8. Jodi L. Peebles

Citations in the corpus

• Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices (2017, background): “Since it is assumed that effective inclusive education teachers need to have positive attitudes toward inclusive education (Avramidis & Norwich, 2002; Forlin et al., 2010), it is important to take measures to change teachers’ attitudes, especially regarding concerns about inclusive education.”
• Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education (2012, methodology): “The sum score of the whole scale has been used to measure overall attitudes towards inclusion (Forlin et al. 2010).”
• Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, background): “Although there is research around the world investigating newly graduated teachers, it is typically regional or has involved only a few institutions (e.g. Florian and Linklater 2010; Forlin et al. 2010; Killoran, Woronko, and Zaretsky 2014; Peebles and Mendaglio 2014; Theoharis and Causton-Theoharis”
• The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “In contrast to previous research (Forlin et al., 2010), participant attitudes about inclusive education were not related to whether or not they knew a person with a disability.”
• The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “For example, Forlin et al. (2009) found that preservice teachers”