Comprehensive Analysis of Teacher Practices in Inclusive Education

This report provides a comprehensive analysis of teacher practices, particularly within the context of inclusive education in New Zealand. It explores various aspects, including the rationale behind the study, principles of inclusive pedagogy, and practical applications such as co-teaching and assessment frameworks. The report delves into the significance of cross-curriculum design, the integration of different assessment approaches, and the impact of parental involvement programs. It examines the complexities of collaboration in special education through co-teaching models and discusses effective mathematics teaching and learning strategies. The research draws on multiple sources, including literature reviews and meta-analyses, to provide a well-rounded perspective on how teachers can enhance their practices to improve student outcomes, especially those with diverse needs. The report highlights key learning points related to curriculum design, teacher roles, and the importance of adapting to the changing educational landscape, emphasizing the need for continuous professional development and innovative teaching strategies.

Practice Examining Teacher's
Practices

TABLE OF CONTENTS
1........................................................................................................................................................1
Rationale ....................................................................................................................................1
2........................................................................................................................................................2
Principles ....................................................................................................................................2
3........................................................................................................................................................5
Reflection ...................................................................................................................................5
REFERENCES................................................................................................................................7

INTRODUCTION
Teaching practices very important aspect which determines as the vocational training of
the students and teachers. In this context, present research based on the New Zealand teachers
and their training to enhance effective results. In order to focus on the present research, it covers
principles in the inclusive pedagogical approach in action.
1. Rationale
Please write introduction about the class, strength and what you are addressing. Please stop
addressing this as article. This is not supposed to be article, it’s a research paper.
What teaching approach are you addressing?
(What are you trying to say?)Teachers committed with inclusive education who have potential to
revolutionise assessment practices in the regular classrooms. In school, students have high
requirements to face challenges with traditional assumptions for learning and assessing. It creates
opportunity for teachers ascertain creative ways of learning, caring etc. for students (Collin,
Karsenti and Komis, 2013). In the article teachers of New Zealand incorporate multiple forms of
assessment approaches and tools in the classrooms for determining teaching practices. In order to
focus on specific on regular classrooms of teachers, this article examines to draw diverse range
of assessment tools that enable to learning of students and high needs (Bourke and Mentis,
2014).
From the other article, it has been assessed that overview of inclusive pedagogy referred
in term of approach of learning. Conceptually, this approach predicted previously from
conventional so that it impacts on most of the learners. In addition to this, existing people can
enhance learning to face difficulties which includes opportunity. It can be made availability for
each person to take participation in classrooms. In order to focus on the achievement in school,
learning is the best way for community. Further, in this article approach also explains about
incorporated in daily life to learn in classroom activity (Florian, 2017).
The collaboration in service providers has been marked with special education which
includes inception, co-teaching etc. This will help to share results through instruction. In order to
considered enthusiasm, learning expressed with writing co-teaching and implementation of it as
well. Roles and relationship demonstrating impact on students' achievement and other outcomes
as well (Hurley-Chamberlain and Shamberger, 2017). Contributing in admittedly equivocal
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evidence base for co-teaching are main factor which emerge for understanding special education
service delivery vehicle, inconsistencies in implementation and definitions. It is related to the
future of co-teaching that enhance larger context of school reform and improvements.
In addition to this, there is another article taken for pedagogical approach in action of
framework which leaves as evidence of inclusive. In the particular draws on understanding of
cross-curriculum design determines as approach which could be support to teaching practises for
school students. Some readers are familiar with its language of curriculum differentiation.
Commonly it can be seen that approach advocate for differentiate design to gain and add value
which asserts power. Teachers who engage with IPAA in action, which continually develop for
create new ways of working (Moss and Harvie, 2017). Moreover, it includes theoretical
underpinning of effective teaching that associated with cross curriculum design.
Beside this, effective and inclusive mathematics teaching and learning describes for
classrooms practices in term of teaching and learning. The research literature and major national
reports is very effective and inclusive for teaching at primary and secondary level of schooling
examined. Therefore, in this article students can also enhance their mathematics teaching with
primary and secondary elements (Forgasz and Cheeseman, 2017).
In the present article, meta-analysis of 51 studies examines the relationship in different
kind of involvement of parental programs for accomplish academic achievement. In this analysis,
effect size for various program develops and subcategories. Results indicate relationship for
younger and older students with parental involvement programs. Parental involvement program
associated with academic achievement by the 0.3 of standard deviation unit (Jeynes, 2017).
2. Principles
Conceptualising inclusive pedagogy: the inclusive pedagogical approach in action
Inclusive pedagogical includes education and inclusive practice which is important to
solve problems. It is generally used in the educational aspect with define precise definition.
In the key educational terms, self-evident dependent on the meaning that assign by the
users. In the term of curriculum theory and inquiry, meaning have been changed over the time.
There are different characteristics develops through autobiographical, projecting, reflecting and
rehearsing the learning stories (DuFour and Mattos, 2013). In the classical proposition contrast,
sharply with traditions and reminds segregation of different curriculum programs. Ordinary class
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of school required freed from undertaking dull students. Curriculum should be modified that not
develop on ordinary level so that it is related to the training program of teachers (Greenhow and
Gleason, 2014).
Inclusive pedagogical approach in action framework determine as the evidence to draws
on understanding of curriculum design. It is the effective approach which could be supported to
teaching practices for students. Readers must be familiar with different curriculum differentiation
(Inclusive Pedagogy. 2017). In this aspect, following are key learning points included in
principles:
 Contribution of cross-curriculum design to the IPAA framework.
 Evaluation of knowledge of cross-curriculum design.
 Identifying pedagogies which is critical for curriculum design.
 Considered the way that forward for developing wide approach.
 Adopting activist professional stances that advocate and also plan for cross curriculum
design (Yuan, McCaffrey and Springer, 2013).
 Reflect on changing nature in the twenty-first century.
Within the schools, there are different programs are determines to make effective
functions and diverse results for developing growth of learning. Inherent bias is the system
which designed for most students to create something different that tends to pathologies
linguistic, cultural and different kind of standards for living people. In addition to this, it
becomes self-evident that differentiate approaches which required for whole class teaching. It is
also needed to accommodate individual differences between learners (Collin, Karsenti and
Komis, 2013). In respect to implementing bell curve, structure of schooling such as approach can
also create problems such as understand to each other, self awareness, etc. This is because of the
course of individual differences that relies on logic exclusion for process which includes for
resulting repetition of exclusion.
The approach to inclusive pedagogy detailed below the challenges in traditional ways of
thinking about the issue of inclusion and encourages researcher work in new ways. It can be
responsive to the changing demographic composition in today's school. Some approach in
inclusive education firmly rooted in special traditions (Luft and Hewson, 2014). It is not accurate
view of inclusive pedagogy as the new form of alternative to particular education. Special
education broadly understands through providing additional intervention and support for needs
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of learners who requires something different in characteristics and understanding. IPAA never
ignores individual differences between students but also follows idea that inclusive education
about the extending scope of ordinary school. It can also include greater diversity of children
(Evertson and Weinstein, 2013). Key lessons that learned from the research extending to scope
of ordinary school which represent in shifting of thinking about the individual differences among
learners that focuses on shared activity. It helps in avoiding potential negative effects of treating
some people as different. It can be derived from some research for instance impact learning on
performances and outcomes.
Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education
In other article, co-teaching determines as the partnering of general education of teacher
and special as well. For the purpose of jointly delivering, instruction in divers group of students
includes with special needs in the general education setting. In addition to this, co-teaching
implemented for those people who are demand for learning English (Yuan, McCaffrey and
Springer, 2013). It includes alternative approach for student for teaching. In this discussion only
application of disabilities students considered. Other instructional model on the place will
develop for more than 2 adults in classrooms.
The co-teaching can be traced to different related trends from the second half of 20th
century. Firstly, during 1950 educators in developed countries questioning to traditional school
structure and procedures for effectiveness and efficiency. One response has been developed with
different alternative models which includes team teaching. Whether implemented in elementary,
junior high included to deliver core lesson by the teacher (Collin, Karsenti and Komis, 2013). In
the high school, English department the teacher need to be focused on study in early 20th century.
An assessment framework for inclusive education: integrating assessment approaches
Teachers in the New Zealand school incorporate different forms of the assessment
approaches in the current teaching practices. It is potentially integrated in more comprehensive
narrative learning of students. In respect to focus on the regular classrooms, teachers required
article to examine and draw range of assessment tools that enable for document learning
(HURLEY-CHAMBERLAIN and SHAMBERGER, 2017). With the help of narrative
assessment, focus required on dual purpose in assessment to established child learning outcomes.
Narrative assessment and learning story is the evident which being valuable to assess learner
needs.
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Cross-curriculum design: an overview of the literature and theoretical foundations
Self-evident determines key educational terms which depend on meaning that assign for
user. In the curriculum field, theory and inquiry meaning has been changed over the time.
Classical definition required meaning that can be used by the school leaders, teachers and policy
makers. From the past decades, consistently required to implemented that favours hierarchies of
knowledge which can contrast and proposed to assigned curriculum. Placing of curriculum at the
centre of issue and questions inclusive pedagogy which rarely mode explicit for inclusive the
education (Collin, Karsenti and Komis, 2013).
Effective and inclusive mathematics teaching and learning
In International demand, mathematics subject is the important curriculum learning which
assign for the end of years. Therefore, it is making as compulsory in schooling. Mathematics is
widely considered for commutative study in subsequent level of learning. It is also dependent on
pre-determined activities and documents as well. With the help of international testing programs,
trends and global mathematics study can be classified. It could be undertaken to measure
achievement in mathematics of the students to assess their grade between 4 to 8. In the country,
ranking taken very seriously in the educational policy makers for all people over the globe.
Programme for international student achievement described with direct link to the school
curriculum. Main aim in this is to undertake, international student accomplishes effective results
through participation in society. There are three types of testing regimes such as TIMSS, PISA
and NAPLAN. In this way, detailed can be analyses with reported by the administering bodies.
With the help of potential, hyperbole associated in it (Evertson and Weinstein, 2013).
A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for
From the past decades, educators have been increasing concerned about the degree in
which parents involves their children in education. Presence of more parents involve programs in
school to sponsored initiatives that design to encourage participation in their children education
(Yuan, McCaffrey and Springer, 2013). There are six different types of parental involvement
includes for parenting, communication, volunteering, learning at home, decision-making, etc.
Many educators also highlighted for meta-analysis that published in journals to focus on specific
efficiency of parental involvement programs (Collin, Karsenti and Komis, 2013).
In addition to this, Meta analysis and research consist study to integrate mobile
educations in the different programs. There are more than 110 journals published articles which
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written for more than 20 years period and coded for developing results. Application of the
mobile devices moderate in the effective size which could be enhance education program as
well. Effect of the size in moderate variables' analysis so that benefits and drawbacks of mobile
learning also synthesized.
Major strength of teaching and practices determines in computer skills so that it enhance
knowledge for advance technology in New Zealand. It also makes creative mind which assists to
create effective teaching career. Good ideas to improve learning experience for the students in
class. However, there is lack of new teaching strategies so that it need to enhance meaningful
results at workplace. Through boost students learning, weaknesses can be reduce in systematic
way. Therefore, it assists to grow performances in systematic way.
3. Reflection
In respect to this, I learned that in the researcher area student voice and self-assessment in
school can be develops in systematic manner. In the research area, inclusive education and
teacher professional learning can be enhanced that helps to focus on the conception of
psychologist. Wider range of assessment approaches can demonstrate more comprehensive
account of learning that create benefits from several teaching approaches (HURLEY-
CHAMBERLAIN and SHAMBERGER, 2017). In diverse assessment approaches, better
information can be underpinning in significant manner. Furthermore, co-teaching should be
profound in the transition currently occurring in the education program. With the help of
professional, I also develop my performances and implement activities to perform several
functions. Evaluating also cater to develop effective functions and operations at workplace. It
creates innovative operations to collaborates system in effective way.
In addition to this, I also understand that concept of inclusive pedagogy was developed as
the alternative which based on teaching ability practices. It associated with thinking places on
development of inclusive practices so that it is based on shift in focus from the traditional
approaches to individualisation (Collin, Karsenti and Komis, 2013). With the using of inclusive
pedagogical approaches, individual differences can be developed in organisation. IAPP
framework offers tool which could be support to development in varied context. Beside this,
many educators have interests in attempting parental engagement of different activities which
can be classified to assess the effect of parental involvement program in the degree. Developing
parental importance assists to work on programs. Therefore, it will ascertain resolving the issue
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which based on the program. Meta-analysis helps me to conduct research and published
programs that helps in engagement of children schooling (HURLEY-CHAMBERLAIN and
SHAMBERGER, 2017).
Approaches of IAPP and data analysis, I can determine relationship between the parental
involvement program and accomplishment of mine at workplace. In this way, program can be
made with systematic evaluation of business goals and objectives. It assists to enhance my
professional ability and students learning power in systematic way. To obtain effective study,
different characteristics also need to be explained which helps in defining different activities
through advertisement. In addition to this, design cater to conduct study program and looked for
the cross functional effect in the programming. It helps to enhance school program for the many
children in significant manner (Evertson and Weinstein, 2013).
APST standards
It is stand for Australian professional standards teaching which cater in the teaching and
learning area. There are total 7 standards determines in the three groups that are as follows:
Domain of teaching Standards Focus area
Professional knowledge  Know about the
students and their
learning.
 Know about the
content and teaching
 Refer to the standards
at the career stage
Professional practices  Plan to implementing
teaching and learning
which is effective
 Maintain and creation
of safe and supportive
learning environment
 Assessment and
providing of feedback
for students learning
Engagement of professional  Engagement of
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professional learning
 Engagement of
professional with their
colleagues, parents and
community
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REFERENCES
Books and Journals
Bourke, R. & Mentis, M., (2014). An assessment framework for inclusive education: integrating
assessment approaches. School of Educational Psychology and Pedagogy, Victoria
University Wellington, Wellington, New Zealand; b Institute of Education, Massey
University, Auckland, New Zealand.
Collin, S., Karsenti, T. & Komis, V. (2013). Reflective practice in initial teacher training:
Critiques and perspectives. Reflective practice. 14(1) 104-117.
DuFour, R. & Mattos, M., (2013). Improve Schools? Educational Leadership. 70(7). pp.34-39.
Evertson, C. M. & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management:
Research, practice, and contemporary issues. Routledge.
Florian, L., (2017). Conceptualising inclusive pedagogy: the inclusive pedagogical approach in
action. Inclusive Pedagogy Across the Curriculum.
Forgasz, H. & Cheeseman, J., (2017). Effective and inclusive mathematics teaching and learning.
Greenhow, C. & Gleason, B., (2014). Social scholarship: Reconsidering scholarly practices in
the age of social media. British Journal of Educational Technology. 45(3). pp.392-402.
HURLEY-CHAMBERLAIN, D. & SHAMBERGER, C., (2017). Co-Teaching: An Illustration
of the Complexity of Collaboration in Special Education. Journal of Educational and
Psychological Consultation. 20. 9–27.
Jeynes, W., (2017). A Meta-Analysis of the Efficacy of Different Types of Parental Involvement
Programs for.
Luft, J. A. & Hewson, P. W. (2014). Research on teacher professional development programs in
science. Handbook of research in science education. 2. 889-909.
Moss, J. & Harvie, K., (2017). Cross-curriculum design: enacting inclusive pedagogy and
curriculum. Inclusive Pedagogy Across the Curriculum.
Yuan, K., McCaffrey, D. F. & Springer, M. G. (2013). Incentive pay programs do not affect
teacher motivation or reported practices: Results from three randomized studies.
Educational Evaluation and Policy Analysis. 35(1). 3-22.
Online
Inclusive Pedagogy. 2017. [Online] Available through:
<https://www2.humboldt.edu/diversity/faculty-resources/inclusive-pedagogy>.
[Accessed on 5th September 2017].
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