Abstract
This study measures the impact of an affective educational intervention aimed at change in teacher beliefs on a generalized beliefs construct regarding democracy vs. authoritarianism, and on teacher beliefs regarding mainstreaming. Childrens' progress in behavior was measured to further examine the accountability of the intervention. Methods drawn from educational counseling (clarifying processes and bibliotherapy) were applied to a group of teachers in a continuing education program aimed to assist with mainstreaming practices. Results indicated that experimental teachers significantly moved toward democratic beliefs in comparison to the control group. Significant differences in group gains were also found with regard to one aspect of teacher beliefs about mainstreaming (effects of mainstreaming on teacher) and one aspect of child behavior (immaturity). A positive change of direction is also suggested by other significant gains in the experimental group.
| Original language | English |
|---|---|
| Pages (from-to) | 137-147 |
| Number of pages | 11 |
| Journal | Teaching and Teacher Education |
| Volume | 12 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 1996 |
Bibliographical note
Funding Information:This research was supported by a grant from the Ministry of Education in Israel, the Division of Special Education.The author is grateful to Helene Hogri for her editorial assistance.
ASJC Scopus subject areas
- Education