Examining mathematics curriculum reform through assessment of teacher's beliefs: Implications for inclusion

The study examined the compatibility of reform-oriented teachers' implicit beliefs concerning effective instruction with (National Council of Teachers of Mathematics (NCTM), 1989) recommendations and the susceptibility of these beliefs to change in response to instructional characteristics of students with learning disabilities. Elementary teachers who had and had not received reform-oriented inservice training were surveyed for their response to instructional vignettes that described specific self-regulatory problems characteristic of students with learning disabilities. Analysis focused on three groups of matched teachers (...