A teacher's personal beliefs about effective education provide a context in which to implement academic subjects, administrative directions, and practical experience in the classroom. To understand the thought processes that influence the delivery of instruction, the author conducted a study in which exemplary teachers provided in-depth information about their beliefs regarding effective education of visually impaired children. Through a combination of qualitative and quantitative research techniques, individual beliefs were organized into higher-order constructs. The results describe the elements of teaching style. The research method used addresses some of the methodological problems of doing research in the field of visual impairments.
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