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Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms.
- Article from:
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Journal of Learning Disabilities
- Article date:
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January 1, 2006
- Author:
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Copyright informationCOPYRIGHT 2006 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Teacher beliefs influence teaching practice and have an impact on students' educational experiences (Beach, 1994; Brantlinger, 1996; Brophy & Good, 1974; Gutierrez, 1994; Stanovich & Jordan, 1998; Vaughn & Schumm, 1996). Nevertheless, the potential links between teachers' theoretical orientations and their instructional practices--which are themselves laden with epistemological associations--are generally left unexplored in studies of classroom instruction. Do teachers align their beliefs with the often implicit epistemological principles underlying the instructional interventions they implement in their classrooms, or is it possible that they alter the interventions to ...
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