Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Teachers’ epistemological beliefs, that is, their beliefs about the nature of knowledge and how it is learned, appear to be highly influential in their classroom practices. To date, the exploration of teachers’ epistemological beliefs has been complicated by philosophical and methodological disputes. A method is presented here for inferring the epistemological beliefs of elementary school general education teachers through their descriptions of their work with students with disabilities. Evidence to support the reliability of this method is also presented. Differences in teacher belief constructs are related to differences in instructional practices – a relationship which holds for instructional interactions with both individual students and the whole class, and which predicts instructional practices for students both with and without disabilities. We therefore speculate that differences in teachers’ beliefs about students with disabilities might be related to their larger epistemological theories about knowledge and learning. In speculating about the source of differences in beliefs and practice, it is notable that the normative school beliefs, that is, the prevailing beliefs in a school about teachers’ roles and responsibilities for students with disabilities, appear to influence the beliefs of individual teachers. The potential for differences in teachers’ beliefs and practices to influence student outcomes is also considered, with some preliminary evidence from student self‐concept data.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it