The Effects of On-Going Consultation for Accommodating Students with Disabilities on Teacher Self-Efficacy and Learned Helplessness

Autor/inn/en	Gotshall, Christine; Stefanou, Candice
Titel	The Effects of On-Going Consultation for Accommodating Students with Disabilities on Teacher Self-Efficacy and Learned Helplessness
Quelle	In: Education, 132 (2011) 2, S.321-331 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Consultation Programs; Academic Accommodations (Disabilities); Teacher Effectiveness; Self Efficacy; Inclusion; Response to Intervention; Teacher Attitudes; Teacher Student Relationship; Elementary School Teachers; Middle School Teachers; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Fachberatung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Inklusion; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Current "best practice" suggests inclusion for teaching children with disabilities. This requires teachers to be well-trained in accommodating instruction to meet the needs of children with disabilities. As more schools move to embrace Response to Intervention as a framework for addressing the educational needs of all children, teachers will need to feel even more capable of meeting diverse learners' needs. How capable teachers feel they are to accommodate instruction so that students succeed is a question of much discussion. This study investigated how teachers feel about their abilities to educate students who are at-risk and those with special needs and the relationship between teacher efficacy, learned helplessness and the presence or absence of support through consultation. Results suggest that the presence of consultation was the sole factor among the variables addressed that affected reported self-efficacy and learned helplessness in relation to teaching students with disabilities. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.com/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01