Preservice Teacher Training for Successful Inclusion

By W. Jung. 2007

100 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ec1194479b4a84c1c4a81df3ee4c4c21eb5965ae

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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. H. Able
2. Melissa A. Sreckovic
3. Howard L. Smith
4. Tia R. Schultz
5. J. Garwood
6. Shane Costello
7. C. Boyle
8. Shelley Neilsen-Gatti

Citations in the corpus

• Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “Jung (2007) also found that there exist impacts of teacher preparation on teachers’ attitudes and confidence in inclusive education.”
• Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education (2013, background): “Bandura (1986) suggested that individuals pursue activities and situations where they feel competent, and it follows that positive attitudes are associated with feelings of competency through training (Jung, 2007).”
• Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “…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, 2008), direct contact with people with disabilities (Chambers & Forlin, 2010;…”
• Views From the Trenches (2015, background): “Research has demonstrated that guided field experiences in inclusive classes improve teacher efficacy in working with students with disabilities (Jung, 2007).”
• Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity (2009, background): “, 2005; Jung, 2007) and improve their selfefficacy while advancing student achievement (Juliet & Okhee, 2003; Jung, 2007).”
• The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study (2010, unknown): “…international concern about whether the preparation teachers receive for inclusion is adequate (Chang, Early, & Winton, 2005; Edelen-Smith, Prater, & Siloe, 1993; Forlin, Loreman, Sharma, & Earle, 2009; Jung, 2007; Pugach & Blanton, 2009; Reed & Monda-Amaya, 1995; Sharma, Forlin, & Loreman, 2008).”
• Preparation for Inclusion in Teacher Education Pre-Service Curricula (2013, background): “…teachers continue to report feeling unprepared to address the academic and behavioral challenges presented in inclusive settings (He & Cooper, 2011; Jung, 2007; Scruggs & Mastropieri, 1996) may lie in the number and type of courses offered related to inclusion of students with disabilities.”
• "Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion. (2011, methodology): “Jung (2007) also used the ORI to survey pre-service teachers and found that those who were just beginning their program indicated more positive attitudes than those who were later in their program and had completed field experiences.”