Literaturnachweis - Detailanzeige
| Autor/in | Woolfson, Lisa |
|---|---|
| Titel | Beyond Formal Assessment in Inclusive Classrooms: The Complex Relationship between Teacher Beliefs and Teaching |
| Quelle | In: Psychology of Education Review, 42 (2018) 2, S.28-32 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1463-9807 |
| Schlagwörter | Inclusion; Teacher Attitudes; Beliefs; Informal Assessment; Students with Disabilities; Special Needs Students; Foreign Countries; Teacher Education; Attitudes toward Disabilities; United Kingdom |
| Abstract | For inclusive educational policies to be successful teachers need to support their implementation in the classroom, in terms of their beliefs and instructional practices. But what do teachers believe about teaching and learning in children with special needs and disabilities in inclusive classrooms? This position paper considers this question. Possible ways forward will be suggested to encourage teacher beliefs that better support effective inclusive instructional practices. (As Provided). |
| Anmerkungen | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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