Lisa Woolfson

University of Strathclyde

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Co-Authors

Kevin Durkin

University of Strathclyde

Myrthe Jacobs

University of Strathclyde

Claire Wilson

University of the West of Scotland

James Boyle

NHS Education for Scotland

Rosemary Geddes

University of Edinburgh

Simon C. Hunter

Glasgow Caledonian University

Jeremy J. Monsen

Westminster City Council

Josephine N. Booth

University of Edinburgh

John Frank

University of Toronto

Barbara Kelly

University of Melbourne

Cooperative Institutions

University of Strathclyde

Education Scotland

University of Edinburgh

University of Glasgow

Scottish Collaboration for Public Health Research and Policy

University of Cambridge

University of Pennsylvania

Hospital of the University of Pennsylvania

Resonance Research (United States)

Ollscoil na Gaillimhe – University of Galway

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Parent attributions of control and its effects on parenting strategies in children with intellectual disabilities

Myrthe Jacobs Lisa Woolfson

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Citations (0)

Teacher competence beliefs towards including children with intellectual disabilities

Claire Wilson Kevin Durkin Lisa Woolfson

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Beyond formal assessment : the complex relationship between teacher beliefs and teaching

Lisa Woolfson

For inclusive educational policies to be successful, teachers need to support their implementation in the classroom, in terms of their beliefs and instructional practices. But what do teacher believe about teaching and learning in children with special needs and disabilities in inclusive classrooms? This position paper considers this question. Possible ways forward will be suggested to encourage teacher beliefs that better support effective inclusive instructional practices.

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Young people's views of mental health education in secondary schools: a Scottish study

Child Care Health and Development (2009)

Richard Woolfson Lisa Woolfson L. Mooney Donna Bryce

This exploratory study used mixed methods to investigate young people's preferences in the delivery of mental health education and to investigate possible age and gender differences.Information was gathered about the delivery of mental health education in three secondary schools. Nine pupil focus groups were carried out to identify key themes which were then further developed and administered through questionnaires to a larger sample of 773 pupils.Gender and age differences were found in young people's preferences about who should deliver mental health education, and what, when, where and how this should be delivered.Mental health education should reflect the needs of young people. Age and gender preferences should be considered when designing these programmes.

Exploratory research

Secondary education

Sample (material)

10.1111/j.1365-2214.2008.00901.x

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Citations (13)

Scottish Early Development Instrument

PsycTESTS Dataset (2013)

Lisa Woolfson Rosemary Geddes Stephanie McNicol Josephine N. Booth J. Frank

10.1037/t80974-000

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Developing a system of complementary frameworks

Jessica Kingsley Publishers eBooks (2008)

Barbara Kelly Lisa Woolfson James Boyle

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Citations (5)

Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior

Teaching and Teacher Education (2012)

Kate Macfarlane Lisa Woolfson

Mainstream

Ethos

Behavior management

10.1016/j.tate.2012.08.006

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Citations (332)

Teacher implicit and explicit beliefs towards inclusive education

Claire Wilson Lisa Woolfson Kevin Durkin

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A Comparison of Special, General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning

Educational Psychology (2007)

Lisa Woolfson Elizabeth Grant Lindsay K. Campbell

The study aimed to explore teachers' attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children's difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children's difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed.

Mainstream

10.1080/01443410601066826

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Citations (48)

Parent perceptions of child behaviour: the relationship between causal attributions and parenting strategies in response to child misbehaviour

Myrthe Jacobs Lisa Woolfson Simon C. Hunter

Blame

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