Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices

By Anne Jordan, P. Stanovich. 2003

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What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “…Givvin, Salmon, & MacGyvers, 2001; constructivism: Holt-Reynolds, 2000; instructional practices: Borko, Davinroy, Bliem, & Cumbo, 2000; diversity: McAllister & Irvine, 2002; bilingual education: Johnson, 2000; special education: Jordan & Stanovich, 2003; and urban education: Roderick, 1994).”
PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “Teachers bring particular epistemological beliefs and theories to bear on their teaching practices ( Lipson, Mosenthal, Daniels, & Woodside-Jiron, 2000 ; Pajares, 1993 ), and this is no less true for inclusion classrooms ( Berry, 2006 ; Jordan & Stanovich, 2003 ).”
Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers (2014, methodology): “In Kane’s (2006) argument-based model of validation, one specifies both an interpretive argument and a validity argument to evaluate the interpretive argument.”