The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students with Disabilities

Autor/in	Klehm, Mary
Titel	The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students with Disabilities
Quelle	In: Teacher Education and Special Education, 37 (2014) 3, S.216-240 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414525050
Schlagwörter	Teacher Attitudes; Special Education Teachers; Attitudes toward Disabilities; Teaching Methods; Academic Achievement; Teacher Surveys; Trend Analysis; Academic Ability; High Stakes Tests; Classification; Teacher Education; Predictor Variables; Best Practices; Scores; Educational Legislation; Federal Legislation; Teacher Expectations of Students; General Education; Correlation; Statistical Analysis; Middle School Teachers; Middle School Students; Rhode Island + Suchen Sie Ihr Suchwort? Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Trendanalyse; Classification system; Klassifikation; Klassifikationssystem; Lehrerausbildung; Lehrerbildung; Prädiktor; Bildungsrecht; Schulgesetz; Bundesrecht; Allgemein bildendes Schulwesen; Allgemeinbildung; Korrelation; Statistische Analyse; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin
Abstract	Many students with disabilities (SWD) are not meeting proficiency, and achievement scores disaggregated by disability status show that SWD are often not meeting progress targets established by states. A survey was developed to collect data from 218 general and special educators to analyze trends in teachers' attitudes and practices that may be affecting the educational experience and achievement of many SWD. Results of these analyses provide information regarding the attitudes of teachers toward the ability of SWD and the fairness and validity of high-stakes testing. Teachers' attitudes toward the ability of SWD, teacher classification, and the amount of teacher training were all found to be predictors of the use of evidence-based practice. The attitude of teachers toward the ability of SWD to learn and achieve higher level thinking was found to predict proficient scores of SWD on the New England Common Assessment Program achievement test. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10