Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Belief fixation (1)
- Beliefs (1)
- Biases (1)
- Deficit thinking (1)
- Equity (1)
-
- Fixed mindset (1)
- Free appropriate public education (FAPE) (1)
- Growth mindset (1)
- Inclusion (1)
- Individualized education plan (IEP) (1)
- Least restrictive environment (LRE) (1)
- Local education agency (LEA) (1)
- Professional development (1)
- Rural Education (1)
- Rural Peripheralization (1)
- School system barriers (1)
- Social desirability (1)
- Teacher Beliefs (1)
- Teacher Efficacy (1)
Articles 1 - 2 of 2
Full-Text Articles in Educational Leadership
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Electronic Theses and Dissertations
The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …
Conceptions Of Rurality: Examining Beliefs And Their Impact On Teacher Efficacy In A Small Appalachian School, Lori Wickham
Conceptions Of Rurality: Examining Beliefs And Their Impact On Teacher Efficacy In A Small Appalachian School, Lori Wickham
Electronic Theses and Dissertations
The current literature documents the historical peripheralization of rural communities and the deficit narratives often imposed upon their schools, students and families. Research further suggests this history of peripheralization is often internalized by those identifying with these communities and that this internalization of deficit orientations may be impacting perceptions of possibility in educational practice. This mixed-methods study investigates more thoroughly if and how these core-periphery dynamics manifest in a small Appalachian school by examining possible connections between educators’ beliefs regarding rurality and their sense of teacher and collective efficacy. The research was guided by the following question:
How do rural …