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Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms.

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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