“That’s My Job” Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
Citations
13,415 citations
196 citations
121 citations
Cites background from "“That’s My Job” Comparing the Belie..."
...Teachers, for example, have highly prescriptive roles and credentials that prohibit shifting or revising their roles with other educators (e.g., with a school counselor; or a special education teacher with a general education teacher; Herlihy and Corey 2006; Urbach et al. 2015)....
[...]
24 citations
13 citations
Cites background from "“That’s My Job” Comparing the Belie..."
...Urbach et al. (2015) found that while less accomplished teachers focused on relationships and protecting students, more accomplished teachers believed that high-intensity instruction was necessary, and clearly understood that students' academic achievement was the teacher's responsibility....
[...]
References
28,999 citations
13,415 citations
"“That’s My Job” Comparing the Belie..." refers background in this paper
...First, two researchers separately read through a selection of interviews and identified initial themes related to beliefs (Strauss & Corbin, 1990)....
[...]
8,257 citations
"“That’s My Job” Comparing the Belie..." refers background in this paper
...Pajares (1992) asserted that teachers’ beliefs may be the “single most important construct in educational research” (p. 311) and can “inform educational practice in ways that prevailing research agendas have not and cannot” (p. 307)....
[...]
...As Richardson (1996) noted, beliefs unconsciously influence the actions that are taken up by educators....
[...]
...Pajares (1992) asserted that beliefs may be the “single most important construct in educational research” (p. 311) and can “inform educational practice in ways that prevailing research agendas have not and cannot” (p. 307)....
[...]
1,955 citations
"“That’s My Job” Comparing the Belie..." refers background in this paper
...Teachers’ beliefs are formed through not only professional knowledge but also personal experience (Kagan, 1992; Richardson, 1996)....
[...]
...Defined broadly, teachers’ beliefs are “tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught” (Kagan, 1992, p. 65)....
[...]
1,591 citations