Efficacy Beliefs, Background Variables, and Differentiated Instruction of Israeli Prospective Teachers

By Cheruta Wertheim, Y. Leyser. 2002

203 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1890e3ad91e18eaef5e384ada3b9f3170bf30178

How researchers see this paper

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

In Education

Citations in the corpus

The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ (2019, methodology): “Finally, we measured the primary school teachers’ self-reported everyday practices in heterogeneous classrooms on the basis of a questionnaire scale by Wertheim and Leyser (2002) (five items; e.g., ‘How often do you use the following measures of teaching?’”
Investigating Teacher Efficacy: Comparing Preservice and Inservice Teachers with Different Levels of Experience (2012, result): “Wertheim and Leyser (2002 ) also found that PTE scores were correlated with the instructional and behavioral management techniques—higher scores were indicative of a more individualized, positive focus.”
Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “It is found that initial teacher education is effective in developing and establishing teacher efficacy and beliefs (Sergiovanni, 2000; Wertheim & Leyser, 2002).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…behaviors that increase students’ confidence, and adopt proactive approaches to managing student-teacher conflict (Andreou & Rapti, 2010; Hoy & Woolfolk, 1990; Martin & Sass, 2010; Morris-Rothschild & Brassard, 2006; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011; Wertheim & Leyser, 2002).”
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “Wertheim and Leyser (2002) suggested that instruction about and practice with specific teaching strategies for effective inclusion should be key components of teaching development programs.”
Telling is compelling: the impact of student reports of bullying on teacher intervention (2010, background): “Teacher efficacy has been related to instructional choices (Wertheim & Leyser, 2002), monitoring of student responses and questioning (Gibson & Dembo, 1984) and positive management strategies (Emmer & Hickman, 1991).”
PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “A higher sense of personal efficacy predicts positive attitudes toward inclusion ( Lifshitz, Glaubman, & Issawi, 2004 ) as well as willingness to teach students with disabilities ( Brownell & Pajares, 1999 ), attributions of the causes of learning difficulties to curriculum or teaching methods ( W”
Teachers' democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs (2007, background): “Teacher efficacy was related to teachers' reports of their use of appropriate teaching strategies (Wertheim & Leyser, 2002 ), dealing with social problems in the classroom (Rich et al.”
A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios (2014, methodology): “Prompted by Bandura’s (1977) seminal work on self-efficacy theory, studies have confirmed that many aspects of teachers’ professional practice are influenced by their self-efficacy beliefs (Emmer & Hickman, 1991; Gibson & Dembo, 1984; Wertheim & Leyser, 2002).”