Canadian Teachers' and Principals' Beliefs about Inclusive Education as Predictors of Effective Teaching in Heterogeneous Classrooms

Teaching in Inclusive Classrooms: The Link Between Teachers’ Attitudes- Practices and Student Outcomes

“…Teachers with higher scores on the classroom observation tool for effective teaching also had more positive attitudes towards inclusive education as observed by the teachers' perceptions of inclusion survey. Similar to the findings of the SET studies [1,2,6,20], results of the present study shows that when teachers have positive perceptions of inclusive education, they also teach more effectively for all students.…”

“…Research suggests that effective teachers successfully manage instruction time, have good presentation skills, and regularly monitor learning by questioning and giving immediate feedback [18][19][20]. Furthermore, classroom climate and teachers' classroom management skills have been shown to be related to student engagement and achievement [21,22].…”

“…Effective teaching was determined by classroom observations of language arts and literacy instruction using the Classroom Observation Scale (7,20,29]. The theoretical background of the development of the COS is based on the effective teaching ratings utilized by Brophy and Good [42].…”

“…The theoretical background of the development of the COS is based on the effective teaching ratings utilized by Brophy and Good [42]. Stanovich and Jordan [20] report a 78% mean percentage agreement between two independently coding observers across 33 teachers. McGhie-Richmond et al [29] state that the inter-rater reliability between two raters is 94% across 63 teachers.…”

The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs

“…Teachers' beliefs about the essence of children's difficulties (for instance with literacy) may also influence their sense of professional responsibility for specific groups of children (Jordan & Stanovich, 2003, 2004Stanovich & Jordan, 1998). In order to help improve the quality and effectiveness of teaching, a primary concern is, therefore, to develop better understanding of the grounds for and operation of, teachers' efficacy beliefs in relation to children's literacy (Tschannen-Moran & Johnson, 2011).…”