Patterns of Teacher‐Student Interaction in Inclusive Elementary Classrooms and Correlates with Student Self-Concept

By Anne Jordan, P. Stanovich. 2001

107 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c61e9acdee08649381efecd669d8ec0e4a20fad

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Citations in the corpus

Self-Concept of Students with Learning Disabilities: A Meta-Analysis (2002, background): “…effects (e.g., Marsh, 1987), availability of social comparison cues (Marshall & Weinstein, 1984), noncontingent use of praise (Thompson, 1994), and teachers’ beliefs about and interactions with students who have disabilities (Jordan & Stanovich, 2001) can differentially affect self-perceptions.”
General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. (2009, background): “According to Jordan and Stanovich (2001), students with LD who interact less with their teachers have lower achievement scores.”
Preparation for Inclusion in Teacher Education Pre-Service Curricula (2013, background): “…accept responsibility to lead an inclusive classroom are more likely to display receptivity toward inclusion as well as improve their quality of instruction, differentiated teaching practices and engagement in collaboration activities (Jordan & Stanovich, 2001; Soodak, Podell, & Lehman, 1999).”
Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference? (2004, background): “Children with special needs in classrooms with interventionist teachers had a higher self-concept and were better accepted by peers than children in classrooms with teachers who were not in-terventionist in terms of their beliefs and practices (Jordan & Stanovich, 2001; P. J. Stanovich, 1994).”