Beyond formal assessment : the complex relationship between teacher beliefs and teaching

Tools

Woolfson, Lisa (2018) Beyond formal assessment : the complex relationship between teacher beliefs and teaching. The Psychology of Education Review, 42 (2). pp. 28-32. ISSN 1463-9807

[thumbnail of Woolfson-PER-2018-Beyond-formal-assessment-in-inclusive-classrooms]
Preview
 Text. Filename: Woolfson_PER_2018_Beyond_formal_assessment_in_inclusive_classrooms.pdf
Accepted Author Manuscript
Download (413kB)| Preview

Abstract

For inclusive educational policies to be successful, teachers need to support their implementation in the classroom, in terms of their beliefs and instructional practices. But what do teacher believe about teaching and learning in children with special needs and disabilities in inclusive classrooms? This position paper considers this question. Possible ways forward will be suggested to encourage teacher beliefs that better support effective inclusive instructional practices.

ORCID iDs

Woolfson, Lisa ORCID logoORCID: https://orcid.org/0000-0002-7442-3386;
CORE (COnnecting REpositories)