Literaturnachweis - Detailanzeige
| Autor/inn/en | Stanovich, Paula J.; Jordan, Anne |
|---|---|
| Titel | Canadian Teachers' and Principals' Beliefs about Inclusive Education as Predictors of Effective Teaching in Heterogeneous Classrooms. |
| Quelle | In: Elementary School Journal, 98 (1998) 3, S.221-38Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| Schlagwörter | Administrator Attitudes; Elementary Education; Elementary School Teachers; Foreign Countries; Heterogeneous Grouping; Inclusive Schools; Local Norms; Mainstreaming; Predictor Variables; Principals; Self Efficacy; Teacher Attitudes; Teacher Effectiveness; Canada Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Inclusive school; Integrative Schule; Prädiktor; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kanada |
| Abstract | Used teacher beliefs and attitudes, principal beliefs and school norms, and teacher efficacy to predict effective teaching in heterogeneous classrooms. Found that the strongest predictors of effective teaching were: (1) the subjective school norm operationalized by the principal's attitudes and beliefs about heterogeneous classroom and report of the school's pathognomonic-interventionist orientation; and (2) teachers' responses on the pathognomonic-interventionist scale. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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