Examining the Relationship Between Teacher Beliefs and Student Outcomes

• In Event: Teacher Beliefs and Instructional Practices for Inclusion

Abstract

A mixed-methods case study approach was employed to examine the interplay of teacher beliefs and instructional practices for special education teachers participating in a year-long early literacy professional development initiative. Twelve beliefs held by teachers were identified, and trends in those beliefs were examined in relation to their students’ outcomes. While initially low outcome and high outcome teachers differed little in their alignment of beliefs with program features, over time high outcome teachers trended toward beliefs that were aligned with program features. These findings support an interactive view of the relationship between teacher beliefs and student outcomes.

Authors

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University

• Rebecca Fay Berenbon, The Ohio State University - Columbus

• Christa Elisa Winkler, Mississippi State University