General Education and Special Education Preservice Teachers' Attitudes Toward Inclusion
By Richard A. Shade, R. Stewart. 2001
202 citations recorded by the source corpus.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/e8d1716c9b771aeef9e4da5d01eba118430d24f4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- U. Sharma
- Anke Heyder
- Anthony Nuttal
- E. Kalyva
- Franziska Lautenbach
- Roben W. Taylor
- Alan Bain
- David E. Houchins
In Safety Research
- U. Sharma
- Anke Heyder
- Franziska Lautenbach
- Roben W. Taylor
- Anthony Nuttal
- Alan Bain
- Ravic Ringlaben
- E. Avramidis
Citations in the corpus
- Preservice Teachers' Perceptions of Including Students with Disabilities (2005, result): “Overall, the findings of this study are consistent with Shade and Stewart (2001).”
- Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, methodology): “Two stated that they used case studies (Burton and Pace 2009; Killoran, Woronko, and Zaretsky 2014), and a further two studies implemented role-playing or simulations in order to build empathy and tolerance (Shade and Stewart 2001; Andrews and Clementson 1997).”
- Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “These models include field experiences in inclusive classrooms (van Laarhoven, Munk, Lynch, Bosma, & 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,…”
- The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “The positive influence of a university course on inclusive education attitudes has also been demonstrated for pre-service teachers in Hong Kong (Stella, Forlin, & Lan, 2007), the United States (Shade & Stewart, 2001), and Northern Ireland (Lambe & Bones, 2007).”
- The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, result): “This is hardly surprising given the abundance of attitudinal studies in the literature confirming the influence of training in the formation of positive attitudes towards inclusion (Leyser et al., 1994; Avramidis et al., 2000; Van-Reusen et al., 2000; Shade & Stewart, 2001; Lifshitz et al., 2004).”
- The Design of Inclusive Education Courses and the Self‐efficacy of Preservice Teacher Education Students (2007, background): “Further, those attitudes seem to be positively influenced by preservice preparation (Caroll et al, 2003 ; Shade & Stewart, 2001 ).”
- Impacting Pre-service Teachers' Attitudes toward Inclusion (2012, result): “This study supports the findings of other research conducted throughout the world (Forlin, et al, 2009; Leyser & Romi, 2008; Forlin, et al, 2003; and, Shade & Stewart, 2001).”