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Teachers talk about inclusion… but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school

Support for learning, 2020-05, Vol.35 (2), p.144-162

2020

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Special Education Teachers’ Self–Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities

Learning disabilities research and practice, 2023-08, Vol.38 (3), p.209-223

Alsalamah, Areej Ali

2023

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Pre–service Teachers’ Interpretation of CBM Progress Monitoring Data

Learning disabilities research and practice, 2017-02, Vol.32 (1), p.22-31

2017

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Elementary school teachers' math anxiety and students' math learning: A large‐scale replication

Developmental science, 2021-07, Vol.24 (4), p.e13080-n/a

2021

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Data–Based Decision–Making: Developing a Method for Capturing Teachers’ Understanding of CBM Graphs

Learning disabilities research and practice, 2017-02, Vol.32 (1), p.8-21

2017

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The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data–Based Decisions to Improve Students’ Writing

Learning disabilities research and practice, 2023-02, Vol.38 (1), p.40-56

2023

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Students with Specific Learning Disabilities in Inclusive Settings: A study of Teachers’ Self–Efficacy

Learning disabilities research and practice, 2021-05, Vol.36 (2), p.136-144

Yakut, Ayse Dilsad

2021

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Building student‐teacher relationships and improving behaviour‐management for classroom teachers

Support for learning, 2020-08, Vol.35 (3), p.389-407

2020

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Inclusive education in Saudi Arabia and Finland: pre‐service teachers’ attitudes

Support for learning, 2019-02, Vol.34 (1), p.71-85

2019

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Infants preferentially learn from surprising teachers

Infancy, 2022-09, Vol.27 (5), p.887-899

2022

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Data–Based Decision–Making: Teachers’ Comprehension of Curriculum–Based Measurement Progress–Monitoring Graphs

Learning disabilities research and practice, 2017-02, Vol.32 (1), p.46-60

2017

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Teachers and students with severe learning difficulties working together to co‐construct personal narratives using Storysharing®: the teacher perspective

Support for learning, 2018-02, Vol.33 (1), p.23-37

2018

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Pre‐service teachers' attitudes towards inclusion in Finland

Support for learning, 2022-08, Vol.37 (3), p.377-398

2022

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Promoting teachers’ SRL with professional vision experiences of live‐actors simulations and video technology

New directions for teaching and learning, 2023-06, Vol.2023 (174), p.57-64

2023

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Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

Developmental science, 2019-09, Vol.22 (5), p.e12878-n/a

2019

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Saudi Teachers’ Perceptions of In–Service Education and Training Addressing Attention–Deficit/Hyperactivity Disorder

Learning disabilities research and practice, 2020-05, Vol.35 (2), p.100-106

2020

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This Week: We Thank Our Teachers

Eos (Washington, D.C.), 2020-05, Vol.101

AGU

2020

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Increasing teachers' use of communication‐supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei

Support for learning, 2022-05, Vol.37 (2), p.180-208

2022

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How Teachers Can Empower the Climate Generation

Eos (Washington, D.C.), 2019-09, Vol.100

McCarthy, Kelly

2019

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Teaching inclusive and special education during the COVID‐19 pandemic: needed support for learning and research of effects on teachers and students

Support for learning, 2022-11, Vol.37 (4), p.589-606

2022

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Explaining classroom teachers’ attitudes towards inclusive education

Support for learning, 2019-11, Vol.34 (4), p.433-442

Saloviita, Timo

2019

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Herding cats or getting heard: The SENCo-teacher dynamic and its impact on teachers' classroom practice

Support for learning, 2014-08, Vol.29 (3), p.217-229

Qureshi, Saneeya

2014

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Language ideologies in a minority context: An experimental study of teachers’ responses to variation in Irish

Journal of sociolinguistics, 2022-04, Vol.26 (2), p.197-220

2022

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Reflections on Teachers’ Data–Based Decision Making

Learning disabilities research and practice, 2017-02, Vol.32 (1), p.71-72

Stecker, Pamela M.

2017

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Our Café Nero sessions: Supporting student teachers to develop their understanding of inclusive practice through problem‐based learning

Support for learning, 2024-05, Vol.39 (2), p.85-90

2024

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