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Assessing standards-based curricula for students with learning disabilities.
Abstract
The present investigation sought to assess the extent to which elementary teachers' self-efficacy beliefs translate into instructional decisions for students with learning disabilities in the context of standards-based mathematics curricula. Findings indicate that, uniformly, teachers reported relatively low personal efficacy and outcome expectancy, according to Bandura's (1977a, 1977b, 1986) theory of self-efficacy, when confronted with scenarios in which students displayed learning styles associated with learning disabilities.
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The curricula promulgated in most standards-based reform documents, as guided by NCTM ...
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