___

Abbitt, J. T., & Klett, M. D. (2004). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the Integration of Technology in Education, 6, 28-42.

Bailey, D. B., Jr., Simeonsson, R. J., Yoder, D. E., & Huntington, G. S. (1990). Preparing professionals to serve infants and toddlers with handicaps and their families: An integrative analysis across eight disciplines. Exceptional Children, 57, 26-35.

Bailey, D. B., Jr.,, & Simeonsson, R. J. (1988). Family assessment in early intervention. Columbus, OH: Merrill.

Bailey, D. B., Palsha, S. A., & Huntington, G. S. (1990). Preservice preparation of special educators to serve infants with handicaps and their families: Current status and training needs. Journal of Early Intervention, 14, 43-54.

Ballantyne, R., Hansford, B., & Packer, J. (1995). Mentoring beginning teachers: A qualitative analysis of process and outcomes. Educational Review, 47, 297-307.

Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 200-239). New York: Cambridge University Press.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bennett, T., Lingerfelt, B. V., & Nelson, D. E. (1990). Developing individualized family support plans: A training manual. Cambridge, MA: Brookline Books.

Bentler, P. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.

Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Erlbaum.

Bruder, M. B. (1993). The provision of early intervention and early childhood special education within community early childhood programs: Characteristics of effective service delivery. Topics in Early Childhood Special Education, 13, 19- 37.

Bruder, M. B. (1994). Working with members of other disciplines: Collaboration for success. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 45-70). Washington, DC: National Association for the Education of Young Children.

Bruder, M. B. (1998). A collaborative model to increase the capacity of childcare providers to include young children with disabilities. Journal of Early Intervention, 21, 177-186.

Bruder, M. B. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20, 105-116, 122.

Bruder, M. B., & Dunst, C. J. (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25, 25-33.

Bruder, M. B., & Stayton, V. (2006). The center to inform personnel preparation and practice in early intervention and preschool education: Study VI. Training and technical assistance survey of Part C & 619 coordinators. Retrieved May 10, 2009, http://www.uconnucedd.org/per_prep_center/Presentations/Presentation%20Stud y%20VI%20Part%20C%20and%20619%20Training%20and%20TA%2011.07.p df. from

Burgess, K. A., Lundgren, K. A., Wills, J., & Pianta, R. C. (2001, April 17). Preschool teachers' self-reported beliefs and practices about literacy instruction: CIERA report. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. (ERIC Document Reproduction Service No. ED452513).

Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment (Quantitative Applications in the Social Sciences No. 17). Newbury Park, CA: Sage.

Cerit, Y. (2010). Teacher efficacy scale: The study of validity and reliability and preservice classroom teachers' self efficacy beliefs. Journal of Theory and Practice in Education, 6, 68-85.

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.

Clever, A., Bear, G., & Juvonen, J. (1992). Discrepancies between competence and importance in self-perceptions of children in integrated classes. Journal of Special Education, 26, 125-138.

Colbeck, C. L., Cabrera, A. F., & Terenzini, P. T. (1999, November). Learning professional competence and confidence: The link between instructional practices and learning gains for female and male students. Paper presented at the Twenty-ninth Annual ASEE/IEEE Frontiers in Education Conference, San Juan, Puerto Rico.

Corbell, K. A., Osborne, J. W., & Grable, L. L. (2008). Examining the performance standards for in-service teachers: A confirmatory factor analysis of the assessment of teachers' NETS-T expertise. Computers in the Schools, 25, 10-24.

Cripe, J. W., Hanline, M. F., & Daley, S. E. (1997). Preparing practitioners for planning intervention for natural environments. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 337-350). Baltimore: Brookes.

Delfin, P. E., & Roberts, M. C. (1980). Self-perceived confidence and competence as a function of training in the beginning graduate student in clinical psychology. Teaching of Psychology, 7, 168-171.

Doolittle, S. A., Dodds, P., & Placek, J. H. (1993). Persistence of beliefs about teaching during formal training of preservice teachers. Journal of Teaching in Physical Education, 12, 355-365.

Druckman, D., & Bjork, R. A. (Eds.). (1994). Learning, remembering, believing: Enhanced human performance. Washington, DC: National Academy Press.

Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-106.

Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence Current Directions in Psychological Science, 12, 83-87.

Dunst, C. J. (2004). An integrated framework for practicing early childhood intervention and family support. Perspectives in Education, 22(2), 1-16.

Dunst, C. J., & Bruder, M. B. (2005). University faculty preparation of students in using natural environment practices with young children. Psychological Reports, 96, 239-242.

Dunst, C. J., Trivette, C. M., Meter, D., & Hamby, D. W. (in preparation). Influences of self-efficacy beliefs on practitioner adoption and use of innovative and novel early childhood practices.

Ehrlinger, J., & Dunning, D. (2003). How chronic self-views influence (and potentially mislead) estimates of performance. Journal of Personality and Social Psychology, 84, 5-17.

Ellis, P. J. (1998). The relationship of teacher education, training, and beliefs to program quality in Head Start. Dissertation Abstracts International, 59(2).

Fleet, A., & Patterson, C. (2001). Professional growth reconceptualized: Early childhood staff searching for meaning. Early Childhood Research and Practice, 3. Retrieved August 16, 2007, from http://ecrp.uiuc.edu/v3n2/fleet.html.

Gallagher, P., Malone, D. M., Cleghorne, M., & Helms, K. A. (1997). Perceived inservice training needs for early intervention personnel. Exceptional Children, 64, 19-30.

Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers' confidence and competence. Research in Science Education, 33, 467-481.

Geoghegan, N., Geoghegan, D., O'Neill, S., & White, R. (2004). Preservice early childhood teachers' self efficacy, teacher preparedness and facilitating children's learning of concepts in multiple contexts. Paper presented at the annual meeting of the Association for Active Educational Researchers, Melbourne, Victoria, Australia. http://www.aare.edu.au/04pap/geo041041.pdf. June 10, 2010, from

Gervais, S., & Odean, T. (1998). Learning to be overconfident. Review of Financial Studies, 14, 1-27.

Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants and Young Children, 14(2), 1-18.

Gürbüztürk, O., & Sad, S. N. (2009). Student teachers' beliefs about teaching and their sense of self-efficacy: A descriptive and comparative analysis. Inonu University Journal of the Faculty of Education, 10, 201-226.

Harrison, M. F., Able-Boone, H., & West, T. A. (2001). Facilitating inclusion in early childhood settings: Interdisciplinary preservice preparation. Infant-Toddler Intervention, 11, 129-141.

Hutinger, P. L. (1981). 0-6 early childhood handicapped interdisciplinary personnel preparation project. Illinois School Research and Development, 17(2), 1-6.

Jarvis, T., & Pell, A. (2004). Primary teachers' changing attitudes and cognition during a two-year science in-service programme and their effect on pupils. International Journal of Science Education, 26, 1787-1811.

Jöreskog, K. G., & Sörbom, D. (1998). LISREL 8: Structural equation modeling with the Simplis command language. Chicago: Scientific Software International.

Kamens, M. W. (2004). Learning to write IEPs: A personalized, reflective approach for preservice teachers. Intervention in School and Clinic, 40, 76-80.

Kawamura, K. (2007, June). Confidence and competence in expertise. Presentation made at the 41st annual Canadian Economics Association meeting, Halifax, Nova Scotia. http://www.nuff.ox.ac.uk/users/kawamura/confidenceCEA.pdf. August 14, 2007,

Khamis, M. (1995, November). A profile of teacher competence: Does practice make a difference? Paper presented at the Australian Association for Research in Education Conference, Hobart, Tasmania. Retrieved November 12, 2007, from http://www.aare.edu.au/95pap/khamm95058.txt.

Kim, Y. H., & Kim, Y. E. (2010). Korean early educators' multi-dimensional teacher self-efficacy and ECE center climate and depression severity in teachers as contributing factors. Teaching and Teacher Education, 26, 1117-1123.

Kline, P. (2000). The handbook of psychological testing (2nd ed.). New York: Routledge.

Korinek, L., & McLaughlin, V. (1996). Preservice preparation for interdisciplinary collaboration: The intervention assistance teaming project. Contemporary Education, 68, 41-44.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121-1134.

Lamorey, S., & Wilcox, M. J. (2005). Early intervention practitioners' self-efficacy: A measure and its applications. Early Childhood Research Quarterly, 20, 69-84.

Lee, J. S. (2007). Preschool teachers' beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children. Early Education and Development, 18, 111-143.

Lieber, J., Capell, K., Sandall, S. R., Wolfberg, P., Horn, E., & Beckman, P. J. (1998). Inclusive preschool programs: Teachers' beliefs and practices. Early Childhood Research Quarterly, 13, 87-105.

Lin, H.-L., & Gorrell, J. (1997, November). Pre-service teachers' efficacy beliefs in Taiwan. Paper presented at the annual meeting of the Mid-South Educational Research Association, Memphis, TN. (ERIC Document Reproduction Service No. ED415205).

MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201-226.

Maddux, J. E. (Ed.). (1995). Self-efficacy, adaptation, and adjustment: Theory, research, and application. New York: Plenum Press.

Malone, D. M., Straka, E., & Logan, K. R. (2000). Professional development in early intervention: Creating effective inservice training opportunities. Infants and Young Children, 12(4), 53-62.

Mathieu, J. E., Martineau, J. W., & Tannenbaum, S. I. (1993). Individual and situational influences on the development of self-efficacy: Implications for training effectiveness. Personnel Psychology, 46, 125-147.

McBride, S. L., Sharp, L., Hains, A. H., & Whitehead, A. (1995). Parents as co- instructors in preservice training: A pathway to family-centered practice. Journal of Early Intervention, 19, 343-355.

McMullen, M. B. (1997). The effects of early childhood academic and professional experience on self perceptions and beliefs about developmentally appropriate practices. Journal of Early Childhood Teacher Education, 18, 55-68.

McMullen, M. B. (1998). The beliefs and practices of early childhood educators: Does specialized preparation make a difference in adoption of best practices? International Journal of Early Childhood Education, 3, 5-30.

McMullen, M. B. (1999). Characteristics of teachers who talk the DAP talk and walk the DAP walk. Journal of Research in Childhood Education, 13, 216-230.

Miller, P., & Stayton, V. (2000). Recommended practices in personnel preparation. In M. M. S. Sandall & B. Smith (Eds.), DEC recommended practices for early intervention / early childhood special education (pp. 77-88). Longmont, CO: Sopris West.

Moore, H. W., & Wilcox, M. J. (2006). Characteristics of early intervention practitioners and their confidence in the use of assistive technology. Topics in Early Childhood Special Education, 26, 15-23.

Neisworth, J. T., & Bagnato, S. J. (2000). Recommended practices in assessment. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC recommended practices in early intervention/early childhood special education (pp. 17-27). Longmont, CO: Sopris West.

Odom, S. L., Hanson, M. J., Blackman, J. A., & Kaul, S. (2003). Early intervention practices around the world. Baltimore: Brookes.

Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. Journal of Special Education, 37, 164-173.

Olson, J., Murphy, C. L., & Olson, P. D. (1998). Building effective successful teams: An interacting teaming model for inservice education. Journal of Early Intervention, 21, 339-349.

Pajares, F. (1997). Current directions in self-efficacy research. Advances in Motivation and Achievement, 10, 1-49.

Paris, S. G., & Winograd, P. (1998). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. In Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond: Information Series No. 376 (pp. 219-252). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment. (ERIC Document Reproduction Service No. ED427263).

Pretti-Frontczak, K., Giallourakis, A., Janas, D., & Hayes, A. (2002). Using a family- centered preservice curriculum to prepare early intervention and early childhood special education personnel. Teacher Education and Special Education, 25, 291- 297.

Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. Elementary School Journal, 104, 322-341.

Romi, S., & Leyser, Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21, 85-105.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CA: Sopris West.

Sawyer, L. B. E., & Campbell, P. H. (2009). Beliefs about participation-based practices in early intervention. Journal of Early Intervention, 31, 326-343.

Scheinkman, J. A., & Xiong, W. (2003). Overconfidence and speculative bubbles. Journal of Political Economy, 111, 1183-1219.

Sexton, D., Snyder, P., Lobman, M., Kimbrough, P., & Matthews, K. (1997). A team- based model to improve early intervention programs: Linking preservice and inservice. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies. Baltimore: Brookes.

Sexton, D., Snyder, P., Wolfe, B., Lobman, M., Stricklin, S., & Akers, P. (1996). Early intervention inservice training strategies: Perceptions and suggestions from the field. Exceptional Children, 62, 485-495.

Smith, E. V., & Smith, R. M. (Eds.). (2004). Introduction to Rasch measurement: Theory, models, and applications. Maple Grove, MN: JAM Press.

Souto-Manning, M., & Swick, K. J. (2006). Teachers' beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34, 187-193.

Spector, P. E. (1992). Summated rating scale construction: An introduction. Newbury Park, CA: Sage.

Stephenson, J. (1992). Capability and quality in higher education. In J. Stephenson & S. Weil (Eds.), Quality in higher education: A capability approach in higher education (pp. 1-14). London: Kogen Page. Retrieved November 14, 2007, from http://www.johnstephenson.net/qinlch1.pdf.

Stewart, J., O'Halloran, C., Barton, J. R., Singleton, S. J., Harrigan, P., & Spencer, J. (2000). Clarifying the concepts of confidence and competence to produce appropriate self-evaluation measurement scales. Medical Education, 34, 903- 909.

Stile, S. W., & Pettibone, T. (1981, April). A university-based inservice training model for personnel serving handicapped preschoolers, toddlers and infants in rural areas. In, Education and related services for young children with special needs in rural America. Symposium conducted at the Annual Meeting of the Council for Exceptional Children, Division for Early Childhood, New York. (ERIC Document Reproduction Service No. ED210845).

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers' experiences, beliefs, and classroom practices. Journal of Teacher Education, 51, 113-121.

Sugawara, A. I., Ruder, T. P., & Burt, L. M. (1998). Relationships between teaching self-efficacy, work environment autonomy, and teacher competency among early childhood preservice teachers. Journal of Early Childhood Teacher Education, 19, 3-8.

Thompson, B., & Daniel, L. G. (1996). Factor analytic evidence for the construct validity of scores: A historical overview and some guidelines. Educational and Psychological Measurement, 56, 197-208.

Torgerson, C. W., Miner, C. A., & Shen, H. (2004). Developing student competence in self-directed IEPs. Intervention in School and Clinic, 39, 162-167.

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self- efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.

Wagenaar, W., & Keren, G. (1986). Does the expert know? The reliability of predictions and confidence ratings of experts. In E. Hollnagel, G. Mancini, & D. D. Woods (Eds.), Intelligent decision support in process environments (NATO ASI Series: Computer and Systems Sciences, Vol. 21) (pp. 87-103). New York, NY: Springer.

Weintraub Moore, H., & Wilcox, M. (2006). AT and young children: Confidence, experience, and education of early intervention providers. Topics in Early Childhood Special Education, 26, 15-24.

Wilcox, M. J., Guimond, A., Campbell, P. H., & Moore, H. W. (2006). Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26, 33-49.

Wing, L. (1989). The influence of preschool teachers' beliefs on young children's conceptions of reading and writing. Early Childhood Research Quarterly, 4, 61- 74.

Winton, P. J., McCollum, J. A., & Catlett, C. (Eds.). (1997). Reforming personnel preparation in early intervention: Issues, models, and practical strategies. Baltimore: Brookes.

Wolery, M. (1994). Instructional strategies for teaching young children with special needs. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 119-140). Washington, DC: National Association for the Education of Young Children.

Wolery, M., & Sainato, D. M. (1996). General curriculum and intervention strategies. In S. L. Odom & M. E. McLean (Eds.), Early intervention/early childhood special education: Recommended practices (pp. 125-158). Austin, TX: PRO-ED.

Wolfe, B. (1993). In-service best practices: Research on what works and what does not. Eau Claire, WI: Author.