School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice

Pedaste, Margus; Leijen, Äli; Kivirand, Tiina; Nelis, Pille; Malva, Liina

doi:10.1080/13603116.2021.1994661

Cited by 14 publications

(12 citation statements)

References 31 publications

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“…This indicates that forcing teachers to participate in professional development can undermine positive changes. It has also been shown that attitudes can be contagious among colleagues (Pedaste et al, 2021). Hence, negative attitudes toward professional development can spread within the collegiate and undermine the implementation intentions of individual teachers.…”

Section: Does Professional Development Improve Teachers' Knowledge Sk...mentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

et al. 2023

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Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior? We conducted a meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior. We observed positive, though varying, effects on all four outcome categories: large effects on teachers' knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23), and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

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Section: Does Professional Development Improve Teachers' Knowledge Sk...mentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

et al. 2023

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“…This indicates that forcing teachers to participate in professional development can undermine positive changes. It has also been shown that attitudes within a faculty can converge (Pedaste et al, 2021). Hence, negative attitudes toward professional development can spread within the collegiate and undermine the implementation intentions of individual teachers.…”

Section: Publication Biasmentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Donath

Lüke

Graf

et al. 2022

Preprint

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Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior and achievement? We conducted a systematic review and meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1,123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior and achievement. We observed positive, though varying, effects on all four outcome categories: large effects on knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23) and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

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“…In this paper, we report on a study that was conducted in Estonia where inclusive education has become an important field of research (see, e.g., Leijen et al, 2021 ; Pedaste et al, 2021 ). Moreover, the Teaching and Learning International Survey (TALIS) 2018 report emphasized that, in Estonia, professional development of both teachers and school leaders regarding the successful implementing of IE needs to be enhanced ( OECD, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Schools’ Development Activities on Inclusive Education Through In-service Training Course for School Teams: A Case Study

Kivirand

Leijen²,

Lepp³

2022

Front. Psychol.

Self Cite

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Most countries face the challenge of reconstructing their education systems to ensure equitable quality education for all children in inclusive settings. This challenge is also relevant in Estonia, the context of this study. A long-term in-service training course for school teams (school leaders, support specialists, and teachers) was developed and implemented in Estonia. The main goal of the training course was to develop attitudes, skills, and knowledge of school staff about the concept and meaning of inclusive education (IE) and the effective implementation through inclusive school development strategies. The aim of the current study was to find out how the in-service training course for school teams influences system-wide changes in the implementation of IE at the school level and what factors affect it. Purposeful sampling (two schools) was used, and the qualitative thematic case study research method was chosen to find answers to the research questions. Data were collected from school policy documents, homework assignments of the training course, semi-structured interviews in the middle and at the end of the training course, open-ended questionnaires at the end of the training course, and researcher diary. The results showed that the in-service training course for school teams enhanced cultural and structural changes at the school level. These changes were influenced by factors such as leadership, collaboration, commitment, and contribution of different parties, system-wide approach, resources, and external expertise. The implications of these findings are discussed further in the paper.

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School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice

Cited by 14 publications

References 31 publications

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Enhancing Schools’ Development Activities on Inclusive Education Through In-service Training Course for School Teams: A Case Study

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