Applying counseling methods to challenge teacher beliefs with regard to classroom diversity and mainstreaming: An empirical study

Shechtman, Zipora; Or, Aviva

doi:10.1016/0742-051x(95)00027-h

Cited by 18 publications

(12 citation statements)

References 16 publications

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“…The scale is sensitive enough to differentiate groups of professionals. Moreover, in a previous study this scale was able to capture change in beliefs following intervention (Shechtman & Or, 1996). This change was accompanied by a signi cant improvement in the achievements of the subjects' own rst-grade students, suggesting that teacher behaviour had been changed by the intervention and affected student behaviour.…”

Section: Discussionmentioning

confidence: 86%

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Validation of the Democratic Teacher Belief Scale (DTBS)

Shechtman¹

2002

Assessment in Education: Principles, Policy & Practice

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Section: Discussionmentioning

confidence: 86%

“…This de nitely calls for counselling methods based on experiential learning. Such a programme was implemented in previous studies (Shechtman & Or, 1996). A variety of other efforts to challenge teacher beliefs in educational programmes are also presented in the literature (e.g.…”

Section: Discussionmentioning

confidence: 99%

Validation of the Democratic Teacher Belief Scale (DTBS)

Shechtman¹

2002

Assessment in Education: Principles, Policy & Practice

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“…The understanding of the belief structures of teachers is an essential step to cultural and attitudinal change to improve teachers' professional preparation and teaching practice to ensure successful inclusion (Gaad, 2004;Schechtman & Or, 1996). Schechtman and Or (1996) argued that radical methods of intervention is required to effectively deal with teachers' distorted beliefs and convictions about self and others. Their study from Israel showed that training programs could alter teachers' stereotypic thinking and prejudices regarding students with SEN.…”

Section: International Journal Of Research Studies In Education 65mentioning

confidence: 99%

A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

Nketsia¹

2016

IJRSE

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Teachers' attitudes towards students with disabilities and special educational needs (SEN) and their inclusion in regular education classrooms have been internationally identified as a key factor in the implementation of inclusive education. In this study, 501 participants representing a cross-section of pre-service teachers from three public colleges of education in Ghana were surveyed about their views regarding disability, level of discomfort interacting with people with disabilities and attitudes towards inclusive education. The results indicate that the pre-service teachers understood disability as an interaction between biological and environmental factors and felt comfortable interacting with people with disabilities. However, their attitudes towards inclusive education were imperceptibly positive, with some being predisposed to cultural and religious beliefs about disability. The results are discussed in relation to the impact of background variables and the range of factors that can improve pre-service teachers' attitudes towards inclusive education.

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“…Indeed, several empirical studies have indicated that programmes for the enhancement of teacher efficacy (Fritz & Miller-Heyl, 1995;Tschannen-Moran et al, 1998) and democratic values (Novak, 1994;Shechtman & Or, 1996;Vavrus et al, 1999) are effective. More should be done in this area.…”

Section: Practical Implicationsmentioning

confidence: 99%