Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory (Record no. 174925)
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| 000 -LEADER | |
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| fixed length control field | 02071nam a2200181Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241023125315.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241023s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kupers, Elisa |
| 245 #0 - TITLE STATEMENT | |
| Title | Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom |
| Name of publisher, distributor, etc. | Taylor & Francis |
| Date of publication, distribution, etc. | 2024 |
| 490 ## - Journal | |
| Journal | European Journal of Special Needs Education |
| Volume/sequential designation | 39(4) |
| 500 ## - GENERAL NOTE | |
| General note | A cornerstone of inclusive education is teacher’s readiness to respond adequately to different educational needs of students in their diverse classroom. Differentiated instruction, referring to the process by which teachers carefully monitor students’ needs and progress, and adapt their instruction according to these differences, is a means to meet the needs of students of different levels. High-quality differentiated instruction is a complex process for teachers which needs careful preparation. This makes teachers’ intentions relating to differentiated instruction particularly relevant. In this article we compare two theoretical models to explain teachers’ intentions to differentiate: the Theory of Planned Behavior (TPB) and Self-determination theory (SDT). Secondary school teachers (n = 180) responded to a questionnaire in which we measured their intentions and predictor variables relating to both of the theoretical models. Linear regression showed that both the TPB as well as the SDT model significantly predicted teachers’ intentions (p < .01), but that the TPB model showed a better fit with the data (48 versus 32% explained variance). We conclude that in addition to the factors included in the TPB, autonomy might be a relevant factor in explaining teachers’intentions. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Differentiated instructioninclusionteachers |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Boer, Anke deBakker, AlianneJong, Frank de |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2263717">https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2263717</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|
| 10/23/2024 | 10/23/2024 | Article | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/23/2024 |
