10 SES 10 E, Teacher Efficacy, Movement and Well-being
Inclusive education has become an important long-term goal in education policies and reforms in many countries. Inclusion refers to educating children with special education needs (SEN) according to their specific needs in regular schools that they would attend if they did not have a disability (Rafferty, Boettcher & Griffin; 2001). Typical daily teaching practices include the use of inclusive instructions, managing student behavior, as well as collaborating with others in the context of inclusive education. Implementation of inclusive education has been reported to be highly challenging to teachers.
There is very little knowledge about demands on teachers in relation to specific inclusive teaching tasks and the related efficacy level. We initiated the present study with an aim to derive the hierarchy of inclusive teaching tasks in terms of demanded teacher efficacy for primary and secondary school teachers.
Linacre, J. M. (2014). Winsteps® Rasch measurement computer program. Beaverton, Oregon: Winsteps.com. Miles, S., & Singal, N. (2009). The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education. Retrieved from http://0-www.tandfonline.com.edlis.ied.edu.hk/doi/abs/10.1080/13603110802265125 Rafferty, Y., Boettcher, C., & Griffin, K. W. (2001). Benefits and Risks of Reverse Inclusion for Preschoolers With and Without Disabilities: Parents’ Perspectives. Journal of Early Intervention, 24(4), 266–286. http://doi.org/10.1177/105381510102400403 Sharma, U., Loreman, T. & Forlin, C. (2012) ‘Measuring teaching efficacy to implement inclusive practices.’ Journal of Research in Special Education Needs, 12, pp. 12–21.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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