For more than two decades, teacher efficacy has been identified as being crucial for improving educational reform, teacher education, teachers' teaching behaviors, and teachers' attitudes toward inclusive schooling. This study utilized the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran a Woolfolk Hoy, 2001), the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) (Cochran, 1998) and demographic information to investigate the levels of teacher efficacy beliefs and attitudes toward inclusion of 123 special education teachers involved in co-taught education classrooms in 10 school districts across North Carolina.The school that teachers choose. Educational Leadership, 60, 20-24. Johnson, S. M., aamp; Kardos, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 12-16. Jordan, A., Kircaaali-Iftar, G., aamp; Diamond, C. T. P. (1993 ).
|Title||:||An Analysis of Special Education Teachers' Overall Sense of Efficacy Beliefs and Attitudes Toward Co-taught Classrooms|
|Author||:||Cheryl Tremble Smith|
|Publisher||:||ProQuest - 2008|