Measuring teacher efficacy to implement inclusive practices

By U. Sharma, T. Loreman, C. Forlin. 2012

742 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6ba131778c4691d14875b417ba03920d7d24dd9d

How researchers see this paper

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

In Education

In Sociology and Political Science

Citations in the corpus

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers (2016, background): “, 2009; Damore and Murray, 2008), limited mutual planning time, poor administrative support and limited professional development opportunities (Sharma et al., 2012; Murawski, 2010).”
A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion (2016, methodology): “Reliability coefficients for the three subscales were high (see Table 1), confirming previous research findings suggesting stability of the three-factor structure of the TEIP scale (Malinen, Savolainen, and Xu 2012; Malinen et al. 2013; Savolainen et al. 2012; Sharma, Loreman, and Forlin 2012).”
In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers (2018, background): “Part 3 consisted of the Teacher Efficacy for Inclusive Practices scale (Sharma, Loreman, and Forlin 2012).”
The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, methodology): “Factor analysis of the TEIP using samples from four countries (Australia, Canada, Hong Kong, and Singapore) was conducted by Sharma et al. (2012) and revealed three factors: (1) Efficacy to use inclusive instruction, (2) Efficacy in collaboration, and (3) Efficacy in managing behaviour.”
Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, methodology): “For example, if a student encounters problems which affect negatively his / her learning process, their source need to be located in the school environment, during the learning processes, and not in the student only [55].”
Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “Sharma, Loreman, and Forlin (2012) state: . . . high teacher efficacy can be viewed as a key ingredient to create successful inclusive classroom environments.”
Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, methodology): “…of programme, and experience with people with special education needs, the measures included (a) The Teacher Efficacy for Inclusive Practice questionnaire (TEIP, see Sharma, Loreman, and Forlin 2011) and (b) The Beliefs about Learning and Teaching Questionnaire (BLTQ, see Jordan and Glenn 2008).”