Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

Abel, M. B. (2015). Faculty beliefs in early childhood teacher preparation. Dissertation Abstracts International-A, 77/01 (E). UMI No. 3720296.Search in Google Scholar

Adedoyin, O. O. (2010). Factor-analytic study of teachers’ perceptions on self-efficacy in Botswana junior secondary schools: Implications for educational quality. European Journal of Educational Studies, 2, 139-155.Search in Google Scholar

Allday, R. A., Neilsen-Gatti, S., & Hudson, T. M. (2013). Preparation for inclusion in teacher education pre-service curricula. Teacher Education and Special Education, 36, 298-311. DOI: 10.1177/088840641349748510.1177/0888406413497485DOI öffnenSearch in Google Scholar

Ajuwon, P. M., Lechtenberger, D., Griffin-Shirley, N., Sokolosky, S., Zhou, L, & Mullins, F. E. (2012). General education pre-service teachers’ perceptions of including students with disabilities in their classrooms. International Journal of Special Education, 27, 100-107.Search in Google Scholar

Alreck, P. L., & Settle, R.B. (2004). The survey research handbook. New York: McGraw-Hill.Search in Google Scholar

Alur, M., & Timmons, V. (Eds.) (2009). Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India.10.4135/9788132108320Search in Google Scholar

Andridge, R. R., & Little, R. J. A. (2010). A review of hot deck imputation for survey non-response. International Statistical Review, 73, 40-64. DOI: 10.1111/j.1751-5823.2010.00103.x10.1111/j.1751-5823.2010.00103.xDOI öffnenSearch in Google Scholar

Ashton, P. T. (1985). Motivation and teacher’s sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: 2. The classroom milieu (pp. 141-174). Orlando, FL: Academic Pres.Search in Google Scholar

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman and Company.Search in Google Scholar

Berry, R. A. W. (2010). Preservice and early career teachers’ attitudes toward inclusion, instructional accommodations, and fairness: Three profiles. The Teacher Educator, 45, 75-95.10.1080/08878731003623677Search in Google Scholar

Bocala, C., Morgan, C., Mundry, S., & Mello, D. (2010). Do states have certification requirements for preparing general education teachers to teach students with disabilities? Experience in the Northeast and Islands Region (Issues & Answers Report, REL 2010-No. 090). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabsSearch in Google Scholar

Brown v. Board of Education. (1954). 347 U.S. 483.Search in Google Scholar

Brown et al. v. Board of Education of Topeka et al. appeal from the United States district court for the district of Kansas. No. 1. Argued December 9, 1952. Reargued December 8, 1953. Decided May 17, 1954.Search in Google Scholar

Brownell, M. T., Ross, D. D., ColÛn, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38(4), 242-252.10.1177/00224669050380040601Search in Google Scholar

Byrne, B. M. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Routledge.Search in Google Scholar

Cameron, D. L., & Cook, B. G. (2007). Attitudes of preservice teachers enrolled in an infusion preparation program regarding planning and accommodations for included students with mental retardation. Education and Training in Developmental Disabilities, 42, 353-363.Search in Google Scholar

Colson, T., Sparks, K, Berrige, G. Frimming, R., & Willis, C. (2017). Pre-service teachers and self- efficacy: A study in contrast. Discourse and Communication for Sustainable Education, 8, 66-76.10.1515/dcse-2017-0016Search in Google Scholar

Council for the Accreditation of Education Programs. (2013). The CAEP standards. Washington, DC: Author. Retrieved from http://caepnet.org/standards/introductionSearch in Google Scholar

Council of Chief State School Officers. (2011). Interstate Teacher Assessment and Support Consortium (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC: Author. Retrieved from http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdfSearch in Google Scholar

Creswell, J. W. (2003). Qualitative inquiry and research design. Choosing among five approaches. (2nd ed.). Thousand Oaks, CA: Sage.Search in Google Scholar

Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.Search in Google Scholar

Damasco, J. P. (2013). The relationship between teacher self-efficacy and attitude toward collaboration in an inclusion setting. Dissertation Abstracts International-A, 74/06 (E). UMI No. 3553938.Search in Google Scholar

Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53, 286-302.10.1177/0022487102053004002Search in Google Scholar

Driskell, S. O., Bush, S. B., Ronau, R. N., Niess, M. L., Rakes, C. R., & Pugalee, D. (2016). Mathematics education technology professional development: Changes over several decades. In M. L. Niess, S. O. Driskell, & K. F. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 107-136). Hershey, PA: IGI Global. http://www.igi-global.com/chapter/mathematics-education-technology-professional-development/15079310.4018/978-1-5225-0120-6.ch005Search in Google Scholar

Education for All Handicapped Children’s Act. (1975). Public Law, 94-142. https://www.govtrack.us/congress/bills/94/s6Search in Google Scholar

Flores, M. A., Santos, P., Fernandes, S., & Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16, 39-53. doi: 10.2478/jtes-2014-0010Search in Google Scholar

Fowler, F. J., & Cosenza, C. (2008). Writing effective questions. In E. D. de Leeuw, J. J. Hox, & D. A. Dillman (Eds.), International Handbook of Survey Methodology (pp. 136-160), New York, NY: Psychology Press.Search in Google Scholar

Frankel, E. B., Hutchinson, N. L., Burbidge, J., & Minnes, P. (2014). Preservice early childhood educators’ and elementary teachers’ perspectives on including young children with developmental disabilities: A mixed methods analysis. Journal of Early Childhood Teacher Education, 35, 373-391 Retrieved from http://dx.doi.org/10.1080/10901027.2014.96830010.1080/10901027.2014.968300DOI öffnenSearch in Google Scholar

Gehrke, R. S., & Cocchiarella, M. (2013). Preservice special and general educators’ knowledge of inclusion. Teacher Education and Special Education, 36, 204-216.10.1177/0888406413495421Search in Google Scholar

Gehrke, R. S., Cocchiarella, M., Harris, P., & Puckett, K. (2014). Field experiences and perceptions of inclusion: Varying contexts, structures, and interpretations. Journal of the International Association of Special Education, 15, 85-93.Search in Google Scholar

Gorski, P. C., Davis, S. N., & Reiter, A. (2012). Self-efficacy and multicultural teacher education in the United States: The factors that influence who feels qualified to be a multicultural teacher educator. Multicultural Perspectives, 14, 220-228.10.1080/15210960.2012.725332Search in Google Scholar

Guo, Y., Kopec, J., Cibere, J., Li, L. C., & Goldsmith, C. H. (2016). Population survey features and response rates: A randomized experiment. American Journal of Public Health, 106, 1422-1426. DOI: 10.2105/AJPH.2016.30319810.2105/AJPH.2016.303198DOI öffnenSearch in Google Scholar

Guskey, & Passaro (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.10.3102/00028312031003627Search in Google Scholar

Hardman, M., Drew, C., & Egan, M. (2014). Human exceptionality: Society, school, and family (11th ed.). Needham Heights, MA: Allyn & Bacon.Search in Google Scholar

Jung, W.S. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113.Search in Google Scholar

Hadadian, A., & Chiang, L. (2007). Special education and preservice teachers. International Journal of Special Education, 22, 103-106.Search in Google Scholar

Hemmings, B., & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: A content analysis. Australian Journal of Special Education, 35, 103-116.10.1375/ajse.35.2.103Search in Google Scholar

Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures Teaching and Teacher Education, 21, 343-35.10.1016/j.tate.2005.01.007Search in Google Scholar

Kiloran, I., Woronko, D., & Zaretsky, H. (2014). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18, 427-442. doi: 10.1080/13603116.2013.784367Search in Google Scholar

Kraukle, S. (2013). Communicative approach to inclusive education in pre-school. Discourse and Communication for Sustainable Education, 4, 50-56.Search in Google Scholar

McCray, E. D., & McHatton, P. A. (2011). ìLess afraid to have them in my classroomî: Understanding preservice general educators’ perceptions about inclusion. Teacher Education Quarterly, 38, 1462-1473.Search in Google Scholar

Merriam, S. (2009). Qualitative Research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.Search in Google Scholar

O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32, 396-402.10.3758/BF03200807Search in Google Scholar

Peltier, G. L. (1993). The regular education initiative teacher: The research results and recommended practice. Education, 114(1), 54.Search in Google Scholar

Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2016). The critical role of a well-articulated conceptual framework to guide professional development: An evaluation of a state-wide two-week program for mathematics and science teachers. Professional Development in Education. doi: 10.1080/19415257.2016.1251485Search in Google Scholar

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications. Upper Saddle River, NJ: Pearson.Search in Google Scholar

Shade, R., & Stewart, R. (2001). General education and special education preservice teachers’ attitudes toward inclusion. Preventing School Failure, 46, 37-42.10.1080/10459880109603342Search in Google Scholar

Singal, N. (2008). Working towards inclusion: reflections from the classroom. Teaching and Teacher Education, 24, 1516-1529.10.1016/j.tate.2008.01.008Search in Google Scholar

Tiwari, A., Das, A., & Sharma, M. (2015). Inclusive education a ìrhetoricî or ‘reality’? Teachers’ perspectives and beliefs. Teaching & Teacher Education, 52,128-136.10.1016/j.tate.2015.09.002Search in Google Scholar

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003). Overcoming exclusion through inclusive approaches in education: A challenge & a vision. Conceptual paper. Paris, France: Section for Early Childhood and Inclusive Education Basic Education Division, Author. Retrieved from http://unesdoc.unesco.org/images/0013/001347/134785e.pdfSearch in Google Scholar

Urton, K., Wilbert, J., & Hennemann, T. (2014). Attitudes towards inclusion and selfefficacy of principals and teachers. Learning Disabilities: A Contemporary Journal, 12, 151-168.Search in Google Scholar

Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., & Falkmer, T. (2015). Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. Plos One, 10(8), e0137002. doi:10.1371/journal.pone.0137002Search in Google Scholar

Abel, M. B. (2015). Faculty beliefs in early childhood teacher preparation. Dissertation Abstracts International-A, 77/01 (E). UMI No. 3720296.Search in Google Scholar

Adedoyin, O. O. (2010). Factor-analytic study of teachers’ perceptions on self-efficacy in Botswana junior secondary schools: Implications for educational quality. European Journal of Educational Studies, 2, 139-155.Search in Google Scholar

Allday, R. A., Neilsen-Gatti, S., & Hudson, T. M. (2013). Preparation for inclusion in teacher education pre-service curricula. Teacher Education and Special Education, 36, 298-311. DOI: 10.1177/088840641349748510.1177/0888406413497485DOI öffnenSearch in Google Scholar

Ajuwon, P. M., Lechtenberger, D., Griffin-Shirley, N., Sokolosky, S., Zhou, L, & Mullins, F. E. (2012). General education pre-service teachers’ perceptions of including students with disabilities in their classrooms. International Journal of Special Education, 27, 100-107.Search in Google Scholar

Alreck, P. L., & Settle, R.B. (2004). The survey research handbook. New York: McGraw-Hill.Search in Google Scholar

Alur, M., & Timmons, V. (Eds.) (2009). Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India.10.4135/9788132108320Search in Google Scholar

Andridge, R. R., & Little, R. J. A. (2010). A review of hot deck imputation for survey non-response. International Statistical Review, 73, 40-64. DOI: 10.1111/j.1751-5823.2010.00103.x10.1111/j.1751-5823.2010.00103.xDOI öffnenSearch in Google Scholar

Ashton, P. T. (1985). Motivation and teacher’s sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: 2. The classroom milieu (pp. 141-174). Orlando, FL: Academic Pres.Search in Google Scholar

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman and Company.Search in Google Scholar

Berry, R. A. W. (2010). Preservice and early career teachers’ attitudes toward inclusion, instructional accommodations, and fairness: Three profiles. The Teacher Educator, 45, 75-95.10.1080/08878731003623677Search in Google Scholar

Bocala, C., Morgan, C., Mundry, S., & Mello, D. (2010). Do states have certification requirements for preparing general education teachers to teach students with disabilities? Experience in the Northeast and Islands Region (Issues & Answers Report, REL 2010-No. 090). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabsSearch in Google Scholar

Brown v. Board of Education. (1954). 347 U.S. 483.Search in Google Scholar

Brown et al. v. Board of Education of Topeka et al. appeal from the United States district court for the district of Kansas. No. 1. Argued December 9, 1952. Reargued December 8, 1953. Decided May 17, 1954.Search in Google Scholar

Brownell, M. T., Ross, D. D., ColÛn, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38(4), 242-252.10.1177/00224669050380040601Search in Google Scholar

Byrne, B. M. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Routledge.Search in Google Scholar

Cameron, D. L., & Cook, B. G. (2007). Attitudes of preservice teachers enrolled in an infusion preparation program regarding planning and accommodations for included students with mental retardation. Education and Training in Developmental Disabilities, 42, 353-363.Search in Google Scholar

Colson, T., Sparks, K, Berrige, G. Frimming, R., & Willis, C. (2017). Pre-service teachers and self- efficacy: A study in contrast. Discourse and Communication for Sustainable Education, 8, 66-76.10.1515/dcse-2017-0016Search in Google Scholar

Council for the Accreditation of Education Programs. (2013). The CAEP standards. Washington, DC: Author. Retrieved from http://caepnet.org/standards/introductionSearch in Google Scholar

Council of Chief State School Officers. (2011). Interstate Teacher Assessment and Support Consortium (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC: Author. Retrieved from http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdfSearch in Google Scholar

Creswell, J. W. (2003). Qualitative inquiry and research design. Choosing among five approaches. (2nd ed.). Thousand Oaks, CA: Sage.Search in Google Scholar

Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.Search in Google Scholar

Damasco, J. P. (2013). The relationship between teacher self-efficacy and attitude toward collaboration in an inclusion setting. Dissertation Abstracts International-A, 74/06 (E). UMI No. 3553938.Search in Google Scholar

Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53, 286-302.10.1177/0022487102053004002Search in Google Scholar

Driskell, S. O., Bush, S. B., Ronau, R. N., Niess, M. L., Rakes, C. R., & Pugalee, D. (2016). Mathematics education technology professional development: Changes over several decades. In M. L. Niess, S. O. Driskell, & K. F. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 107-136). Hershey, PA: IGI Global. http://www.igi-global.com/chapter/mathematics-education-technology-professional-development/15079310.4018/978-1-5225-0120-6.ch005Search in Google Scholar

Education for All Handicapped Children’s Act. (1975). Public Law, 94-142. https://www.govtrack.us/congress/bills/94/s6Search in Google Scholar

Flores, M. A., Santos, P., Fernandes, S., & Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16, 39-53. doi: 10.2478/jtes-2014-0010Search in Google Scholar

Fowler, F. J., & Cosenza, C. (2008). Writing effective questions. In E. D. de Leeuw, J. J. Hox, & D. A. Dillman (Eds.), International Handbook of Survey Methodology (pp. 136-160), New York, NY: Psychology Press.Search in Google Scholar

Frankel, E. B., Hutchinson, N. L., Burbidge, J., & Minnes, P. (2014). Preservice early childhood educators’ and elementary teachers’ perspectives on including young children with developmental disabilities: A mixed methods analysis. Journal of Early Childhood Teacher Education, 35, 373-391 Retrieved from http://dx.doi.org/10.1080/10901027.2014.96830010.1080/10901027.2014.968300DOI öffnenSearch in Google Scholar

Gehrke, R. S., & Cocchiarella, M. (2013). Preservice special and general educators’ knowledge of inclusion. Teacher Education and Special Education, 36, 204-216.10.1177/0888406413495421Search in Google Scholar

Gehrke, R. S., Cocchiarella, M., Harris, P., & Puckett, K. (2014). Field experiences and perceptions of inclusion: Varying contexts, structures, and interpretations. Journal of the International Association of Special Education, 15, 85-93.Search in Google Scholar

Gorski, P. C., Davis, S. N., & Reiter, A. (2012). Self-efficacy and multicultural teacher education in the United States: The factors that influence who feels qualified to be a multicultural teacher educator. Multicultural Perspectives, 14, 220-228.10.1080/15210960.2012.725332Search in Google Scholar

Guo, Y., Kopec, J., Cibere, J., Li, L. C., & Goldsmith, C. H. (2016). Population survey features and response rates: A randomized experiment. American Journal of Public Health, 106, 1422-1426. DOI: 10.2105/AJPH.2016.30319810.2105/AJPH.2016.303198DOI öffnenSearch in Google Scholar

Guskey, & Passaro (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.10.3102/00028312031003627Search in Google Scholar

Hardman, M., Drew, C., & Egan, M. (2014). Human exceptionality: Society, school, and family (11th ed.). Needham Heights, MA: Allyn & Bacon.Search in Google Scholar

Jung, W.S. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113.Search in Google Scholar

Hadadian, A., & Chiang, L. (2007). Special education and preservice teachers. International Journal of Special Education, 22, 103-106.Search in Google Scholar

Hemmings, B., & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: A content analysis. Australian Journal of Special Education, 35, 103-116.10.1375/ajse.35.2.103Search in Google Scholar

Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures Teaching and Teacher Education, 21, 343-35.10.1016/j.tate.2005.01.007Search in Google Scholar

Kiloran, I., Woronko, D., & Zaretsky, H. (2014). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18, 427-442. doi: 10.1080/13603116.2013.784367Search in Google Scholar

Kraukle, S. (2013). Communicative approach to inclusive education in pre-school. Discourse and Communication for Sustainable Education, 4, 50-56.Search in Google Scholar

McCray, E. D., & McHatton, P. A. (2011). ‘Less afraid to have them in my classroom’: Understanding preservice general educators’ perceptions about inclusion. Teacher Education Quarterly, 38, 1462-1473.Search in Google Scholar

Merriam, S. (2009). Qualitative Research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.Search in Google Scholar

O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32, 396-402.10.3758/BF03200807Search in Google Scholar

Peltier, G. L. (1993). The regular education initiative teacher: The research results and recommended practice. Education, 114(1), 54.Search in Google Scholar

Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2016). The critical role of a well-articulated conceptual framework to guide professional development: An evaluation of a state-wide two-week program for mathematics and science teachers. Professional Development in Education. doi: 10.1080/19415257.2016.1251485Search in Google Scholar

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications. Upper Saddle River, NJ: Pearson.Search in Google Scholar

Shade, R., & Stewart, R. (2001). General education and special education preservice teachers’ attitudes toward inclusion. Preventing School Failure, 46, 37-42.10.1080/10459880109603342Search in Google Scholar

Singal, N. (2008). Working towards inclusion: reflections from the classroom. Teaching and Teacher Education, 24, 1516-1529.10.1016/j.tate.2008.01.008Search in Google Scholar

Tiwari, A., Das, A., & Sharma, M. (2015). Inclusive education a ‘rhetoric’ or ‘reality’? Teachers’ perspectives and beliefs. Teaching & Teacher Education, 52,128-136.10.1016/j.tate.2015.09.002Search in Google Scholar

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003). Overcoming exclusion through inclusive approaches in education: A challenge & a vision. Conceptual paper. Paris, France: Section for Early Childhood and Inclusive Education Basic Education Division, Author. Retrieved from http://unesdoc.unesco.org/images/0013/001347/134785e.pdfSearch in Google Scholar

Urton, K., Wilbert, J., & Hennemann, T. (2014). Attitudes towards inclusion and self-efficacy of principals and teachers. Learning Disabilities: A Contemporary Journal, 12, 151-168.Search in Google Scholar

Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., & Falkmer, T. (2015). Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. Plos One, 10(8), e0137002. doi:10.1371/journal.pone.0137002Search in Google Scholar

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