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dc.contributor.authorEngelbrecht, Petra
dc.contributor.authorSavolainen, Hannu
dc.date.accessioned2017-12-13T11:13:15Z
dc.date.available2019-06-05T21:35:41Z
dc.date.issued2018
dc.identifier.citationEngelbrecht, P., & Savolainen, H. (2018). A mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education. <i>European Journal of Special Needs Education</i>, <i>33</i>(5), 660-676. <a href="https://doi.org/10.1080/08856257.2017.1410327" target="_blank">https://doi.org/10.1080/08856257.2017.1410327</a>
dc.identifier.otherCONVID_27404263
dc.identifier.otherTUTKAID_75973
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56302
dc.description.abstractThis research sought to develop an understanding of teachers’ attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design guided the data collection and analysis. This article focuses on how quantitative and qualitative research approaches were used sequentially and how the findings were finally merged to provide more comprehensive insight into different aspects of teachers’ sometimes contradictory attitudes and approaches to implementing inclusive education. The meta-inferences presented here indicate that merging measurements and meanings can shed light on how teachers’ attitudes and self-efficacy within the implementation of inclusive education are multi-faceted, non-linear and connected to their cultural–historical contexts.
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEuropean Journal of Special Needs Education
dc.subject.otherinclusive education
dc.subject.otherteacher attitudes
dc.subject.othermixed methods
dc.titleA mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201712124643
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-12-12T13:15:12Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange660-676
dc.relation.issn0885-6257
dc.relation.numberinseries5
dc.relation.volume33
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Informa UK Limited, trading as Taylor & Francis Group.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoerityiskasvatus
dc.subject.ysointegroitu opetus
dc.subject.ysoinkluusio
dc.subject.ysoopettajat
dc.subject.ysoasenteet
dc.subject.ysoomatoimisuus
jyx.subject.urihttp://www.yso.fi/onto/yso/p6985
jyx.subject.urihttp://www.yso.fi/onto/yso/p9020
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p5619
jyx.subject.urihttp://www.yso.fi/onto/yso/p15870
dc.relation.doi10.1080/08856257.2017.1410327
dc.type.okmA1


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