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Social Sciences and Humanities

D-Index
42
Citations
10437
World Ranking
4638
National Ranking
326

Overview

Chris Forlin is affiliated with the University of Notre Dame Australia. Their research primarily spans the Social Sciences, with a significant focus on Education as a core subfield. Other subfields in which they have contributed include Clinical Psychology, Sociology and Political Science, Safety Research, and Demography.

The scholar's work covers a variety of topics related to education and inclusion. The main topics of their research include:

  • Collaborative Teaching and Inclusion
  • Teacher Education and Leadership Studies
  • Family and Disability Support Research
  • Diverse Education Studies and Reforms
  • Parental Involvement in Education
  • Disability Education and Employment
  • Education Systems and Policy

Several notable recent publications by Chris Forlin include:

  • "The Effect of Self-Efficacy and Role Understanding on Teachers' Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR)" (2020), published in the International Journal of Disability Development and Education
  • "An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?" (2021), published in Education Sciences
  • "The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers" (2022), published in Prospects
  • "Diversity and Inclusion and Special Education" (2020), published in Oxford Research Encyclopedia of Education
  • "Newly qualifying teachers' perspectives of diversity and inclusion: Understanding through visual representations" (2024), published by Swinburne Research Bank (Swinburne University of Technology)

Chris Forlin frequently collaborates with other researchers. Their most frequent coauthors include:

  • Dianne Chambers
  • Elisa Monteiro
  • Umesh Sharma
  • Ana María Ramalho Correia
  • Caroline Sahli Lozano

The scholar's work appears repeatedly in several publication venues, such as:

  • Education Sciences
  • Journal of Research in Special Educational Needs
  • Emerald Open Research
  • International Journal of Disability Development and Education
  • Prospects

Best Publications

  • Measuring teacher efficacy to implement inclusive practices

    Umesh Sharma;Tim Loreman;Christine Irene Forlin

  • Impact of Training on Pre-Service Teachers' Attitudes and Concerns about Inclusive Education and Sentiments about Persons with Disabilities.

    Umesh Sharma;Christine Irene Forlin;Tim Loreman

  • Teacher preparation for inclusive education: increasing knowledge but raising concerns

    Unknown

  • Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

    Christine Irene Forlin;Tim Loreman;Umesh Sharma;Chris Earle

  • Inclusion: Identifying potential stressors for regular class teachers.

    Chris Forlin

  • The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion

    Christine Irene Forlin;Chris Earle;Tim Loreman;Umesh Sharma

  • The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities

    Annemaree Carroll;Chris Forlin;Anne Jobling

  • Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy.

    Tim Loreman;Umesh Sharma;Christine Irene Forlin

  • Educators' Beliefs about Inclusive Practices in Western Australia.

    Chris Forlin

  • Inclusive Practices: How Accepting are Teachers?

    Chris Forlin;Graham Douglas;John Hattie

  • An international comparison of pre-service teacher attitudes towards inclusive education

    Chris Forlin;Umesh Sharma;Tim Loreman

  • The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong

    Chong Suk Ching Stella;Chris Forlin;Au Mei Lan

  • Inclusive education in Australia ten years after Salamanca

    Chris Forlin

  • The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context

    Unknown

  • Inclusive education for students with disability: A review of the best evidence in relation to theory and practice

    Christopher Forlin;Dianne Chambers;Timothy John Loreman;Joanne Marie Deppeler

  • Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong

    Chih Nuo Grace Chao;Emily Chow Wing Sze;Chris Forlin;Fuk Chuen Ho

  • Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers

    Unknown

  • Promoting inclusivity in Western Australian schools

    Chris Forlin

  • Predictors of Improved Teaching Efficacy Following Basic Training for Inclusion in Hong Kong.

    Christine Irene Forlin;Umesh Sharma;Tim Loreman

  • A system-wide professional learning approach about inclusion for teachers in Hong Kong

    Christine Irene Forlin;Tim Loreman;Umesh Sharma

  • Teacher education for diversity

    Anne Jobling;Chris Forlin;Kathleen Tait;Annemaree Carroll

  • Conceptualising and Measuring Inclusive Education

    Timothy John Loreman;Chris Forlin;Dianne Chambers;Umesh Sharma

  • Validation of the factor structure of the interactions with disabled persons scale

    Chris Forlin;Gerard Fogarty;Annemaree Carroll

Frequent Co-Authors

Umesh Sharma
Umesh Sharma Monash University
Annemaree Carroll
Annemaree Carroll University of Queensland
Gerard J. Fogarty
Gerard J. Fogarty University of Southern Queensland
John Hattie
John Hattie University of Melbourne
Michael Bar-Eli
Michael Bar-Eli Ben-Gurion University of the Negev
Gershon Tenenbaum
Gershon Tenenbaum Reichman University
Mel Ainscow
Mel Ainscow University of Manchester

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