What Do We Want? A Study of the Role of Self-Efficacy in Inclusive Education: Special Educators’ Attitudes Towards Community Building

2019 ◽  
Vol 37 (1) ◽  
pp. 37-57
Author(s):  
Monica Reichenberg ◽  
Kent Löfgren
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Special Educators ◽  
Community Building

scholarly journals A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Susanne Miesera ◽  
Laura Sokal ◽  
Nicole Kimmelmann
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Education Programs ◽  
Inclusive Teaching ◽  
Cross National

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

Involvement and Progress in the General Curriculum: A Grounded Theory of the Process

2018 ◽  
Vol 41 (3) ◽  
pp. 152-164
Author(s):  
Andrea L. Ruppar ◽  
Victoria F. Knight ◽  
Jessica A. McQueston ◽  
Sara R. Jeglum
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Special Educators ◽  
General Educators ◽  
Support Needs ◽  
Role Clarity ◽  
Central Importance ◽  
General Curriculum ◽  
Multiple Case

This qualitative multiple case study was part of a larger investigation to examine the processes that underlie involvement and progress in the general curriculum for students with extensive support needs. We found that general and special educators’ self-efficacy influenced students’ involvement and progress in the general curriculum. Special educators’ self-efficacy was influenced by their teacher preparation, flexibility, and content knowledge; and the district history and political context. General educators’ self-efficacy was influenced by feelings of autonomy, role clarity, and knowledge about inclusive education. Our findings revealed the central importance of teachers’ self-efficacy in supporting the involvement and progress in the general curriculum among students with extensive support needs. Results are discussed in relation to relevant theories of literacy access and inclusion for students with extensive support needs.

The Role of Self-Efficacy in Expatriate Adjustment: An Allegorical Perspective

2021 ◽  
Vol 55 (1) ◽  
pp. 122-137
Author(s):  
Roseanne D. Cooper
Keyword(s):  
Cultural Identity ◽  
Self Efficacy ◽  
Culture Shock ◽  
Community Building ◽  
Research Literature ◽  
Expatriate Adjustment ◽  
The Many

This paper is unique among the articles written about expatriates in that it focuses on the importance of self-efficacy, on developing one’s cultural identity consciously, and on community building in order to facilitate adjustment. Well-adjusted expatriates build an array of strategies to overcome the many challenges they are faced with: awakening, overwhelmingness, culture shock, grief, uncertainty, communication issues, and identity loss. Most expatriates have had a wide array of experiences and thus can relate to characters with otherworldly experiences. James and the Giant Peach, a remarkable story by Roald Dahl, is used as a platform to illuminate the research literature as an invitation to reconceptualize expatriate adjustment creatively.

Reducing Prejudice Through Narratives

2019 ◽  
Vol 31 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Emily Moyer-Gusé ◽  
Katherine R. Dale ◽  
Michelle Ortiz
Keyword(s):  
Intergroup Relations ◽  
Self Efficacy ◽  
Intergroup Contact ◽  
Contact Hypothesis ◽  
Muslim Americans ◽  
Intergroup Anxiety ◽  
Intergroup Interactions

Abstract. Recent extensions to the contact hypothesis reveal that different forms of contact, such as mediated intergroup contact, can reduce intergroup anxiety and improve attitudes toward the outgroup. This study draws on existing research to further consider the role of identification with an ingroup character within a narrative depicting intergroup contact between Muslim and non-Muslim Americans. Results reveal that identification with the non-Muslim (ingroup) model facilitated liking the Muslim (outgroup) model, which reduced prejudice toward Muslims more generally. Identification with the ingroup model also increased conversational self-efficacy and reduced anxiety about future intergroup interactions – both important aspects of improving intergroup relations.

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