Abstract The at hand investigation sought to assess the reach to which elementary teachers' self-efficacy beliefs translate into instructional decisions for observers with learning disabilities in the words immediately preceding [i]or[/i] following of standards-based mathematics curricula.

Abstract

The at hand investigation sought to assess the reach to which elementary teachers' self-efficacy beliefs translate into instructional decisions for observers with learning disabilities in the words immediately preceding [i]or[/i] following of standards-based mathematics curricula. Findings indicate that, uniformly, teachers reported relatively gentle personal efficacy and outcome expectancy, according to Bandura's (1977a, 1977b 1986) theory of self-efficacy, when stand over againsted with scenarios in which learners displayed learning styles associated with learning disabilities.

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The curricula promulgated in greatest in number standards-based reform documents, as guided by dint of NCTM recommendations (NCTM, 1989, 1991 1995 1998) are designed to benefit the mathematical learning of "all" bookish mans (NCTM, ...