An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties

By Lisa Marks Woolfson, Kathy Brady. 2009

117 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/421dc74c5705964b7cc444476eca05f1c67f4988

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. T. Loreman
3. C. Forlin
4. Chris Earle
5. Claire Wilson
6. Majda Schmidt
7. Branka Cagran
8. Kevin Durkin

In Safety Research

1. U. Sharma
2. C. Forlin
3. T. Loreman
4. R. Berry
5. Chris Earle
6. Lisa Marks Woolfson
7. Kevin Durkin
8. Timo Saloviita

Citations in the corpus

• The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion. (2011, background): “Regarding the practicality of fully implementing inclusive education, many jurisdictions, though, continue to be reluctant to wholly support inclusion (Woolfson & Brady, 2009).”
• Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school (2011, background): “A recent study (Woolfson and Brady 2009 ) on the factors that influence the teachers’ opinion about teaching pupils with learning difficulties showed no clear connection between the opinion of teachers about pupils with SN and professional training or work experience.”
• 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”
• School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “This extends research demonstrating a link between self-efficacy and inclusive classroom behaviours (Sharma, Loreman, and Forlin 2012; Woolfson and Brady 2009) by identifying instructional strategies efficacy as the most important type of self-efficacy.”
• Autistic girls and school exclusion: Perspectives of students and their parents (2017, background): “Teachers have considerable influence over the school experience, for they (outside of parents) are one of the most significant presences in a child’s life (Hewitt, 2007; Woolfson & Brady, 2009).”