Teachers' beliefs about learning and their ability to effect change largely influence classroom practice. In this study, we examined the theoretical, personal, and instructional assumptions of 29 general educators through a design-of-instruction and instructional efficacy framework. A three-part sequence of tasks (i.e., assignment of points to a theoretical model and analysis and modification of a curricular lesson) was used to examine primary and elementary educators' attributions and assumptions regarding the role of instructional tools (e.g., published programs) in student learning and teachers' ability to effect change. Findings indicate that general educators: (a) ascribe substantial emphasis to within-learner variables, (b) question the adequacy of commercial curricular programs for students with learning disabilities, and (c) believe they have adequate knowledge and skills to rectify the limitations of commercial curricular lessons for students with learning disabilities.
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