Fives, H., & Buehl, M. M. (2012). Spring Cleaning for the “Messy” Construct of Teachers’ Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA Educational Psychology Handbook, Vol. 2. Individual Differences and Cultural and Contextual Factors (pp. 471-499). American Psychological Association.
https://doi.org/10.1037/13274-019

has been cited by the following article:

• TITLE: Educational Beliefs of Special Education Teachers and Principals Working in Short-Term Emergency Shelter On-Site Schools

  AUTHORS: Michal Levy, Ruth Gottfried, Hagit Inbar-Furst

  KEYWORDS: Child Welfare, Special Education Teachers, Principals, Educational Beliefs, Emergency Shelter On-Site Schools

  JOURNAL NAME: Creative Education, Vol.15 No.1, January 26, 2024

  ABSTRACT: The present study qualitatively explored, via semi-structured interviews, the educational beliefs of 12 Special Education Teachers (SETs) and eight principals working within Emergency Shelter On-site Schools (ESOSs) throughout Israel. Findings of the Deductive-Qualitative Approach (DQA) focus on the following educational belief categories: 1) the professional role of SETs within ESOSs; 2) the ESOS context/environment; 3) ESOS students’ special needs, diversity, and abilities; 4) the content/knowledge taught within ESOSs; and 5) the teaching practices incorporated within ESOSs. A broad perspective of the findings revealed three novel continuums, titled: 1) mono-multi, 2) independent-integrated, and 3) structured-flexible, upon which SETs’ and principals’ educational beliefs are situated. Study findings enhance the research fields of both educational beliefs and ESOSs, for the ultimate benefit and positive trajectory of ESOS students.