The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers

215 citations recorded by the source corpus.

How researchers see this paper

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

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment (2014, background): “This finding could be attributed to the conflicting messages given to teachers—that of raising pupil attainment whilst at the same time addressing diverse educational needs in the mainstream classroom (Jordan et al. 2010).”
Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, background): “Those who believe that ability is a learned and dynamic trait, rather than a static one, tend to have students who achieve better in school (Jordan, Glenn, and McGhie-Richmond 2010).”
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong (2014, background): “Given the strong links that have been recorded between beliefs and practices (Basturkmen 2012; Jordan, Glenn, and McGhie-Richmond 2010; Tschannen-Moran and Woolfolk-Hoy 2001), an examination of perceptions of teaching efficacy for inclusive teaching becomes more than pragmatic; it represents a…”