Abstract
This study focuses on the link between teacher collaboration on the one hand and teachers’ beliefs towards inclusion and differentiated instruction on the other hand, using a social network approach. Multilevel analysis on data from teachers (N = 441) in primary schools (N = 24) shows that teachers in highly dense school networks are more positive towards inclusion and implement more differentiated instruction. Teachers in highly centralized school networks differentiate less. This centralization was not significantly related to teachers’ beliefs towards inclusion. Finally, school external support did not have a significant impact on teachers’ beliefs towards inclusion and differentiated instruction.
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