Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs

By Shlomo Romi, Y. Leyser. 2006

234 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c01af4ca6a3fb616767fcf5568b105b5bb85348f

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Citations in the corpus

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “This includes, being ‘..less critical of student errors, and work [ing] longer with a student who is struggling’ (Romi and Leyser, 2006, p. 88).”
Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, methodology): “beliefs and skills, who are invited to teach in different learning environments [44].”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “Furthermore, it has been found that high teacher self-efficacy is associated with teacher perseverance of challenging tasks, such as management issues, and positive classroommanagement (Jordan, Kirkcaley-Ifter, & Diamond,1993, cited in Romi & Leyser, 2006).”
Creating a learning environment for all children: are teachers able and willing? (2010, background): “After more than 15 years of the implementation of inclusive educational environments, the literature has shown that regular educators continue to report the need for additional skills to properly implement inclusion (Romi and Leyser 2006 ; Winter 2006 ).”
An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties (2009, result): “These findings of a lack of positive impact of teaching and training experiences on teacher beliefs are consistent with other recent studies (e.g., Georgiou, 2008; Romi & Leyser, 2006; Rosenfeld & Rosenfeld, 2008; Tait & Purdie, 2000).”
Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education (2011, methodology): “This article presents additional analyses carried out on data from a large-scale study on attitudes toward inclusion and the self-efficacy of preservice teachers by Romi and Leyser ( 2006 ) and Leyser and Romi ( 2008 , 2009 ).”
Knowledge and Attitudes of Early Childhood Preservice Teachers Regarding the Inclusion of Children With Autism Spectrum Disorder (2011, background): “Scruggs and Mastropieri (1996) conducted a synthesis on teacher perceptions of mainstreaming/inclusion.”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “…& Rouse, 2007), coursework (Cara, 2007; Shade & Stewart, 2001), infusion of information about diversity throughout the curriculum (Jung, 2007; Romi & Leyser, 2006; Winter, 2006), interviews (Miller, 2008), direct contact with people with disabilities (Chambers & Forlin, 2010; Forlin et al.,…”
Preparation for Inclusion in Teacher Education Pre-Service Curricula (2013, background): “A third global knowledge base is effective classroom management strategies to promote academic engagement and pro-social behavior while minimizing disruptions to the learning environment (Oliver & Reschly, 2007; Reitz & Kerr, 1991; Romi & Leyser, 2006).”
The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “In terms of teacher self-efficacy, prior experience has also been associated with higher levels compared to those without prior experience (Forlin et al. 2010; Romi and Leyser 2006).”
Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy. (2013, background): “Romi and Leyser (2006) conducted a study involving pre-service teachers in Israel and concluded that a positive sense of self-efficacy related to teaching lower achieving students was higher than general teaching self-efficacy and that female students were more positive about inclusion and had…”
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “In contrast, Forlin and Chambers (2011) and Romi and Leyser (2006) showed that pre-service teachers actually had increases in their level of concerns during the inclusive education course, and that this change occurred during a period of stable positive attitudes about inclusion.”