Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour
By Zi Yan, Kuen Fung Sin. 2014
128 citations recorded by the source corpus.
Subfields: Safety Research, Social Psychology, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/78ba0ae47f084df9d50069cc4ee04cc51d121752
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In Safety Research
In Social Psychology
In Sociology and Political Science
Citations in the corpus
- Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “Perhaps some teachers perceive some types of special needs as less severe, less of an impact on other children, and more easily accommodated and thus less challenging to support (Yan & Sin, 2014).”
- 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): “Both of the dashed lines (Hypothesis 2b) illustrate paths in the hypothetical SEM, which are based on the results of several studies (Kuyini and Desai, 2007; MacFarlane and Woolfson, 2013; Monsen, Ewing and Kwoka, 2014; Sch€ule, Schriek, Besa, et al., 2016; Stanovich and Jordan, 1998; Yan and Sin, 2”