Preparing Teachers for Inclusive Classrooms

By B. Hamre, Celia J. Oyler. 2004

181 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b553c31b0664b5111afda16e8931c111d2fed1da

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In Sociology and Political Science

Citations in the corpus

Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers (2010, background): “A teachers’ belief system about the nature of disability and their own roles and responsibilities has been found to be critical to becoming effective inclusive teachers (Jordan, Schwartz, and McGhie‐Richmond 2009 ).”
Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, background): “…research has reported that teachers express feeling unprepared to differentiate classroom instruction as a mean to appropriately address student diversity (Avramidis, Bayliss, and Burden, 2000; Dee, 2011; Gaitas and Martins, 2016; Hamre and Oyler, 2004; Tomlinson, Moon, and Callahan, 1998).”
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion. (2011, background): “It is fully acknowledged that it is challenging to change pre-service teachers’ sentiments, attitudes, and concerns about inclusion (Jordan et al., 2009), but the provision of a scale that can go some way towards identifying what these beliefs are will provide useful information for developing…”
Preservice Teachers' Views of Inclusive Education: A Content Analysis (2011, background): “Although most of these barriers were raised in the literature review (see, for example, Lambe and Bones, 2006; Jordan et al., 2009), it is worth noting that over 10% of the responses focused on a category labelled ‘Lack of teacher enthusiasm’.”