Training and interventions improve teachers' cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Interventions improved teachers' cognitive appraisals of inclusive education, d = 0.63. → Dignath 2022 q3 i2 Interventions improved teachers' emotional appraisals of inclusive education, d = 0.63. → Dignath 2022 q3 i2 Interventions improved teachers' self-efficacy toward inclusive practices, d = 0.93. → Dignath 2022

Evidence¶

Dignath 2022¶

Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09695-0

q3 · i2 · quant-synthesis · r?

Meta-analysis of pretest-to-posttest intervention effects (Cohen's d) across studies of preservice courses and professional development programs. The synthesis reports improved "cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93)".

"Training and interventions related to improved cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93)."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Teachers' cognitive appraisals, emotional appraisals, and self-efficacy about inclusive education average in the mid-range of measurement scales, indicating room for growth — related
• DBT-based video tutorials significantly raise both task relevance and self-efficacy from before to after training — related
• Teachers with special education training hold more positive views about inclusion than regular education teachers (d = 0.41) — related
• Preservice teachers report higher self-efficacy for inclusive education than in-service teachers — related
• Professional development for in-service teachers produces large gains in teachers' knowledge about inclusive education (g = 0.93) — related