Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
ABSTRACT: While the practice of inclusive education has recently been widely embraced as an ideal model
for education, the acceptance of inclusive education practices has not translated into reality in most mainstream
classrooms. Even though education policies in South Africa stipulate that all learners should be provided with
the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive
education is still hampered by a combination of a lack of resources and the attitudes and actions of the educators
in the classroom. The main purpose of this paper is to develop a deeper understanding of educators' personal
understanding of the barriers to learning and how their understanding relates to their consequent actions to
implement inclusive education in mainstream classrooms. A qualitative research approach was used to establish
their perspectives and to frame questions regarding their perceptions and understanding. The findings, in this
paper, indicate that the way in which educators understand the diversity of learning needs is based on the
training that they received, which focused on a deficit, individualised approach to the barriers that encounter
learning and development.
KEYWORDS: barriers to learning; inclusive education; mainstream classrooms; inclusion
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
please based on the first section of the paper and edit this sec.docxcherry686017
please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded
Section intro
Topic sentences
Evidence
Transitions (in and within paragraph)
So whats
Surface Features
Grammar
Spelling
Commas
Word use
APA
so, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.
First section:
A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions. The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education. On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.
When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research. The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life. The policies in Nordic ECECs shape values .
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
“Classroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occur”
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., “do now”), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
An Overview of Inclusive Education in the United StatesDr. Mokter Hossain
Abstract:
Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
Citation:
Hossain, M. M. (2012). An Overview of Inclusive Education in the United States. In J. E. Aitken, J. P. Fairley, & J. K. Carlson (Eds.), Communication Technology for Students in Special Education or Gifted Programs, pp. 1-25. Hershey, PA: IGI Global. PDF File. Available Online at: http://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENTijwscjournal
The concept of open education is one of the concepts that have taken a clear place on the academic map of higher education in many countries of the world. This type of education has become an important resource for universities to overcome many of the material and academic problems. The aim of this study is to analyse the role of open learning as the key foundations of personal learning environment. The interview respondents were nine teachers who are currently working with different open learning programs in Saudi Arabia. The nine teachers were from three different institutes in Saudi Arabia. It was identified through the interviews that the emergence of Open Textbooks, which is part of the broader movement known as Open Learning Resources, can help meet these challenges and improve the quality of the learning process. Higher textbooks for higher education students, especially middle school students, In the beginning of the last decade in the Saudi Arabia, to what is known as the "crisis of the textbook" and tried to solve many solutions to address the problem, such as the rental of the book to the student and the adoption of e-book and others, but the most prominent solutions are effective and impact, the emergence of non-profit organizations in cooperation.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
ABSTRACT: While the practice of inclusive education has recently been widely embraced as an ideal model
for education, the acceptance of inclusive education practices has not translated into reality in most mainstream
classrooms. Even though education policies in South Africa stipulate that all learners should be provided with
the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive
education is still hampered by a combination of a lack of resources and the attitudes and actions of the educators
in the classroom. The main purpose of this paper is to develop a deeper understanding of educators' personal
understanding of the barriers to learning and how their understanding relates to their consequent actions to
implement inclusive education in mainstream classrooms. A qualitative research approach was used to establish
their perspectives and to frame questions regarding their perceptions and understanding. The findings, in this
paper, indicate that the way in which educators understand the diversity of learning needs is based on the
training that they received, which focused on a deficit, individualised approach to the barriers that encounter
learning and development.
KEYWORDS: barriers to learning; inclusive education; mainstream classrooms; inclusion
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
please based on the first section of the paper and edit this sec.docxcherry686017
please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded
Section intro
Topic sentences
Evidence
Transitions (in and within paragraph)
So whats
Surface Features
Grammar
Spelling
Commas
Word use
APA
so, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.
First section:
A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions. The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education. On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.
When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research. The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life. The policies in Nordic ECECs shape values .
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
“Classroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occur”
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., “do now”), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
An Overview of Inclusive Education in the United StatesDr. Mokter Hossain
Abstract:
Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
Citation:
Hossain, M. M. (2012). An Overview of Inclusive Education in the United States. In J. E. Aitken, J. P. Fairley, & J. K. Carlson (Eds.), Communication Technology for Students in Special Education or Gifted Programs, pp. 1-25. Hershey, PA: IGI Global. PDF File. Available Online at: http://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Affordable Stationery Printing Services in Jaipur | Navpack n PrintNavpack & Print
Looking for professional printing services in Jaipur? Navpack n Print offers high-quality and affordable stationery printing for all your business needs. Stand out with custom stationery designs and fast turnaround times. Contact us today for a quote!
Remote sensing and monitoring are changing the mining industry for the better. These are providing innovative solutions to long-standing challenges. Those related to exploration, extraction, and overall environmental management by mining technology companies Odisha. These technologies make use of satellite imaging, aerial photography and sensors to collect data that might be inaccessible or from hazardous locations. With the use of this technology, mining operations are becoming increasingly efficient. Let us gain more insight into the key aspects associated with remote sensing and monitoring when it comes to mining.
India Orthopedic Devices Market: Unlocking Growth Secrets, Trends and Develop...Kumar Satyam
According to TechSci Research report, “India Orthopedic Devices Market -Industry Size, Share, Trends, Competition Forecast & Opportunities, 2030”, the India Orthopedic Devices Market stood at USD 1,280.54 Million in 2024 and is anticipated to grow with a CAGR of 7.84% in the forecast period, 2026-2030F. The India Orthopedic Devices Market is being driven by several factors. The most prominent ones include an increase in the elderly population, who are more prone to orthopedic conditions such as osteoporosis and arthritis. Moreover, the rise in sports injuries and road accidents are also contributing to the demand for orthopedic devices. Advances in technology and the introduction of innovative implants and prosthetics have further propelled the market growth. Additionally, government initiatives aimed at improving healthcare infrastructure and the increasing prevalence of lifestyle diseases have led to an upward trend in orthopedic surgeries, thereby fueling the market demand for these devices.
As a business owner in Delaware, staying on top of your tax obligations is paramount, especially with the annual deadline for Delaware Franchise Tax looming on March 1. One such obligation is the annual Delaware Franchise Tax, which serves as a crucial requirement for maintaining your company’s legal standing within the state. While the prospect of handling tax matters may seem daunting, rest assured that the process can be straightforward with the right guidance. In this comprehensive guide, we’ll walk you through the steps of filing your Delaware Franchise Tax and provide insights to help you navigate the process effectively.
What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
It is crucial for the taxpayers to understand about the TDS Return Filing Due Date, so that they can fulfill your TDS obligations efficiently. Taxpayers can avoid penalties by sticking to the deadlines and by accurate filing of TDS. Timely filing of TDS will make sure about the availability of tax credits. You can also seek the professional guidance of experts like Legal Pillers for timely filing of the TDS Return.
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
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Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
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➢ 2024 BAEKHYUN [Lonsdaleite] IN HO CHI MINH
➢ SUPER JUNIOR-L.S.S. THE SHOW : Th3ee Guys in HO CHI MINH
➢FreenBecky 1st Fan Meeting in Vietnam
➢CHILDREN ART EXHIBITION 2024: BEYOND BARRIERS
➢ WOW K-Music Festival 2023
➢ Winner [CROSS] Tour in HCM
➢ Super Show 9 in HCM with Super Junior
➢ HCMC - Gyeongsangbuk-do Culture and Tourism Festival
➢ Korean Vietnam Partnership - Fair with LG
➢ Korean President visits Samsung Electronics R&D Center
➢ Vietnam Food Expo with Lotte Wellfood
"𝐄𝐯𝐞𝐫𝐲 𝐞𝐯𝐞𝐧𝐭 𝐢𝐬 𝐚 𝐬𝐭𝐨𝐫𝐲, 𝐚 𝐬𝐩𝐞𝐜𝐢𝐚𝐥 𝐣𝐨𝐮𝐫𝐧𝐞𝐲. 𝐖𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞𝐥𝐢𝐞𝐯𝐞 𝐭𝐡𝐚𝐭 𝐬𝐡𝐨𝐫𝐭𝐥𝐲 𝐲𝐨𝐮 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐚 𝐩𝐚𝐫𝐭 𝐨𝐟 𝐨𝐮𝐫 𝐬𝐭𝐨𝐫𝐢𝐞𝐬."
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Name Clause: This clause states the name of the company, which should end with words like "Limited" or "Ltd." for a public limited company and "Private Limited" or "Pvt. Ltd." for a private limited company.
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Registered Office Clause: It specifies the location where the company's registered office is situated. This office is where all official communications and notices are sent.
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Liability Clause: It outlines the extent of liability of the company's members. In the case of companies limited by shares, the liability of members is limited to the amount unpaid on their shares. For companies limited by guarantee, members' liability is limited to the amount they undertake to contribute if the company is wound up.
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Association Clause: It simply states that the subscribers wish to form a company and agree to become members of it, in accordance with the terms of the MOA.
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Effective teaching in inclusive classroom literature review
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
Effective Teaching in Inclusive Classroom: Literature Review
Mohammad Sakarneh1* Natheer Abu Nair2
1. Department of Special Education, Princess Rahma University College, Al-Balqa' Applied University,
P.O. Box 371, Marj Al-Hamam, 11732 Amman. Jordan
2. Department of Education, Princess Rahma University College, Al-Balqa' Applied University, P.O. Box
371, Marj Al-Hamam, 11732 Amman. Jordan
* E-mail of the corresponding author: msakarneh@gmail.com
Abstract
This article provides an overview of the research findings concerning effective teaching in inclusive classroom.
It is found that the practices of effective teaching and learning revolve around context. The concept and practices
of effective teaching can be only discussed, and can only function, within a specific context. This context, as the
literature suggests, has four main sub-contexts: teachers, students, the school, and the classroom teaching and
learning practices. Within the human right and social justice movement of including students with special needs
into the regular classroom; it found that there are different classroom teaching practices should be taking into
account. These practices are: efficient use of time; good relationships with students; provides positive feedback;
has a high student success rate; and in general provides support for the students with and without disabilities.
This review does not claim to be comprehensive or definitive but is intended as a guide to the most important
and influential research findings on effective teaching in inclusive classroom.
Keywords: effective teaching, inclusive classroom, literature review, special education
1. Introduction
The international move towards inclusion of special needs children into mainstreaming classrooms has been a
main concern raising issues and interest for educators, policy-makers and researchers in recent times (Chalmers,
1998). Such new movement in the education arena created more challenges and pressure for the education
stakeholders in general and in the inclusive classrooms in specific. Furthermore, the new trend in the inclusive
education sparked numerous tringles of arguments about how the education stakeholders will face the new
challenges in terms of the inclusive settings, teaching strategies and the teachers and many more.
For a long time, there have been arguments about which factors influence the student’s achievement.
Some researchers attribute the student’s achievement to the school; others indicate that the school makes little
impact on academic outcome. Other researchers claimed that the effective teacher is the only one who can play
the main role in terms of student progress. However, all the factors (teacher, school context, classroom context
and the community around the school) contribute or impact student’s achievement. The effective school factors,
which influence students, are: professional leadership, learning environment, high expectation, positive
reinforcement, monitoring student’s progress and parent-school co-operation (Ayres, Sawyer, & Dinham, 2004;
Bentley, 2000; Dinham, Cairney, Craigie, & Wilson, 1995; Harris, 1999; Owens, 1998). The effective teaching
or teacher’s characteristics are: “lesson clarity, instructional variety, teacher task orientation, and engagement in
the learning process and student success rate” (Borich, 2000 p.8). The effective teacher in the inclusive
classroom possesses such characteristics as: efficient use of time; good relationships with students; provides
positive feedback; has a high student success rate; and in general provides support for the students with and
without disabilities (Larrivee, 1985). Therefore, this field of education still is opening for more knowledge to be
explored and research to be conducted and demand calls for research papers to be contributed. Thus, this paper
meant to be contribution in the field of inclusive education as a guide and knowledge for other researchers and
education stakeholders.
2. Review Process
The examination of effective teaching in inclusive classrooms is a relatively new area of education research.
Research articles were initially collected for this review using different educational databases. The databases
differed in the exact search terminology, so a variety of terms were used such as effective teaching, inclusive
education and classrooms, school context, education policy, effective learning, effective school and students’
achievement. All English sources, including peer-reviewed articles, books dissertation abstracts and reports were
screened to determine the concept of effective teaching and its implication. After locating a number of sources
related to effective teaching in inclusive classrooms, the articles were screened to decide whether they directly
addressed the concept of effective teaching. Because of the scarcity of peer-reviewed articles the researcher
decided to include other literature such as books, dissertation abstracts and reports. First, the researcher began by
reviewing the literature related to the inclusive education. Second, from the reviewing, the researcher discussed
the inclusive outcomes. Third, the researcher moved to discuss the effective teaching in the inclusive classrooms.
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
Fourth, the researcher extracted the factors that can influence students’ achievement.
3. Results
3.1 Human Rights and Social Justice
The message from International Year of Disabled People (IYDP) in 1981 was clear in terms of human rights for
students who have disabilities, stating that students with disabilities didn't want their future decided by others or
limited according to their disabilities. They have the right to demonstrate the most positive significant ability in
their personality not their disabilities and have the right to receive an education to develop their skills. Also the
United Nations Convention on the Rights of the Child in 1990 embodied this right (Foreman, 2001; Jenkinson,
1997). O'Brien (2001) argued that children with special education needs have the right to be educated in a full
inclusive classroom, and should not be segregated for any reason. In addition there is different between those
students to be accepted only and included as physical individuals, the reality should be accepted physically and
morally without isolated them from their peers in regular classroom and preparing appropriate education which
meets their needs (O'Brien, 2001). Social justice means all members of a society are treated equally including
those who have disabilities. In the past, schools have dealt with special needs students in terms of their
difficulties, without taking into account the community, which they are, part of. They are influenced by this
community and they influence it as interchangeable relationships not labelling them as special people with
special programs prepared for them may be because the law or the authorities (Foreman, 2001). Some, who
advocate this inclusion, validate their argument by mentioning the advantages of inclusion. By including
individuals with special needs civil rights can be achieved for those with disabilities, whereas separating them in
special classes is not computable to the inclusion environment which has advantages in terms of the social
relationship, communication, friendship, self-steam and confidence by reducing labelling or stigma. In other
words by full inclusion schools do not need to pull-out the students for special services or special classrooms for
a short time (resources room) which makes those students feel different to the others causing them to loose many
important parts of the instruction, consequently leading to fragmentation and creating confusion between what
they learn in the special and general classrooms (Friend & Bursuck, 1996; Mastropieri & Scruggs, 2004).
Furthermore, disabled people have the same rights and the same equality as other people in any society in terms
of basic needs (physical needs), psychosocial needs and participation on the political level (Harris & Enfield,
2003). Behind the evolution of treating the people who have disabilities, there are socioeconomic and cultural
factors. Following World War II, in the western countries unemployment influenced the population and people
with disabilities struggled to alter their live demands, revolution in industries and economic sectors, which
reflect positively in their daily lives. In affluent society, the people became concerned of changing their live of
all the members of society and looking for success. Making the education system compulsory led to more
demands and calls for participation of children with disabilities in the regular classroom with their peers at least
from civil rights perspective (Clark, Dyson, & Millward, 1995). In Salamanca, Spain in 1994 more than 300
people representing 92 governments and 25 international organizations came together under the Spanish
Government and UNESCO organization. In the final report (Salamanca statement) the Participants proclaim that:
“Regular schools with this inclusive orientation are the most effective means of combating discriminatory
attitudes, creating welcoming communities, building an inclusive society and achieving education for all”
(UNESCO, 1994 par 2).
3.2 Inclusive Outcome
Banerji and Dailey (1995) in their study about the effectiveness of an inclusive outcome on students with
learning disabilities found that students with specific learning disabilities demonstrated academic progress at
pace comparable to that of students did not possess such disabilities, in addition their teachers and parents
indicated progress in self-esteem and motivation (Banerji & Dailey, 1995). Vaughn, Elbaum and Schumm (1996)
in their study about social function of the students with learning disabilities in an inclusive classroom (peer
acceptance, loneliness, self-concept and social alienation) found that such students demonstrated lower academic
self-concept (Vaughn, Elbaum, & Schumm, 1996). In another study in terms of social outcome for students with
and without learning disabilities in an inclusive classroom, Vaughn and colleagues (1998) found that students
with learning disabilities obtained a positive outcome. According to the results the students on the consultation /
collaborative teaching setting demonstrated a more positive outcome than their peers on the co-teaching setting
(Vaughn, Elbaum, Schumm, & Hughes, 1998). However, in a study by Pavri and Lufting (2000); students with
learning disabilities felt loneliness more than did their peers without learning disabilities and were more
controversial in their social status and less popular (Pavri & Lufting, 2000). Stanovich and others (1998)
conducted a study about the differences in terms of academic self-concept and peer acceptance in an inclusive
classroom setting. The basic finding showed that the self-concept was the lowest among the students who were
categorized in comparison to students who were non categorized, also the students who had disabilities and those
whose native language was not English demonstrated low levels of social integration compared with those who
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
were identified as being at risk. Further, peer acceptance was significantly higher for the non-categorized
students, the students who were at risk were accepted by their peers but had low perception in academic ability,
and on other hand the students with disabilities rated higher in academic self-concept than in social closeness
(Stanovich, Jordan, & Perot, 1998). Klingner and collegues (1998) conducted study about which program
students prefer (pull-out or inclusion). In the study 32 students were interviewed individually by the researcher
using key questions assessing their perceptions, the results indicated that more children prefer the pull-out model,
but many children confident that the inclusive program was more useful in terms of the outcomes and social skill
development (Klingner, Vaughn, Schumm, Cohen, & Forgan, 1998). In another study about students’ perception
of inclusion, Vaughn and Kingner (1998) reviewed 8 studies examined the students perceptions by interviews
and surveys using a sample of 442 students with learning disabilities and found that students liked going to the
resources room because they thought work in the resources room was easy and fun and because they received
special help, yet students also stated that they liked the inclusive classroom because they were able to make
friends (Vaughn & Klingner, 1998). Also Klingner and Vaughn (1999) investigated the perceptions of 4,659
students from preschool to grade 12. They found that the students with high-incidence disabilities – in an
inclusive classroom - wanted the same books, materials, activities, homework and group teaching as their peers
without disabilities and it was also found that their peers agreed with them on the terms that everyone should
learn fairly. Students appreciate a teacher who slows down the instruction, makes the concepts clear and teaches
using learning strategies (Klingner & Vaughn, 1999). Cook (2001) investigates teachers’ attitudes toward their
included students according the disability degree (mild and severe disability). The study sample consisted of 70
teachers Cook (2001) on the one hand found that students with severe disabilities were significantly over
represented among teachers’ nominations in the indifference category, on the other hand, students with mild
disabilities were significantly over represented in the rejection category, also the results indicated that teachers
demonstrated different attitudes depending on the degree of disability (Cook, 2001). Praisner (2003) surveyed
408 elementary school principals in order to determine their attitudes toward inclusion. It was found that 1: 5
principals’ attitudes were positive, when the variable of special education concepts had been taken into account.
In this study it was positive relationship between the attitude and principals’ experience and training (Praisner,
2003). In terms of effects of included students with disabilities on students without disabilities, a literature
review by Paterson (2000) indicated that when students with disabilities are include in regular classrooms with
their peers without disabilities “is neither detrimental nor beneficial on students without disabilities” in respect to
academic achievement, but inclusion is useful in terms of the “social development” (Paterson, 2000 p.20).
3.3 Effective Teaching Practices
Teaching students with disabilities in an inclusive classroom may be regarded, as a challenge for teachers
accustomed to teaching in the regular classroom; therefore teachers should require the basic characteristics of
effective teaching. To be a successful teacher in inclusive classrooms is not easy as the teacher is dealing with
different abilities. Most of the effective teaching evidence comes from the research which involves the
classrooms directly using several different techniques (Westwood, 1995). Westwood (1995) in his review of the
literature on the effective teacher, found that the effective teacher should be a good classroom manager, focusing
on academic skills, with good expectation, enthusiasm, using effective strategies to keep students on task and
using variety of teaching and resources styles, covering the material content. Also the effective teacher uses easy
presentation of material, is direct in teaching, explains and outlines instruction clearly, frequently observe what
students are doing taking into account differences between the students and re-teaching when necessarily, give
frequent feedback for all students and checks for understanding by using probing questions (Westwood, 1995).
Stanovich and Jordan (1998) indicate that effective teachers who are able to monitor the classroom and the
students’ behaviour in their class also demonstrate the ability to use body language. Furthermore they are able to
manage the instruction time for the students and themselves and have good expectations for the lesson and
ensuring students’ understanding by using questions and monitoring students’ progress frequently (Stanovich &
Jordan, 1998). Teachers’ behaviour also has a significant link to students’ achievement. Englert (1983) in a
study on teacher effectiveness found that effective teachers had a high level of presentation and corrected student
responses in a short time, also following the students error responses and informing the students of the correct
response by giving the suitable feedback (Englert, 1983). Shanoski and Hranitz (1992) indicated that effective
teachers are enthusiasm in their work, take care of the students and work cooperatively with parents. According
to Shanoski and Hranitz; effective teachers are interest in participating on most committees in the school and in
the community around the school, able to know the students’ needs and supporting the individual differences,
possessing high expectation, encourages the students to be optimistic about their ability, able to increase
students’ motivation, use different teaching strategies, have good communication skills, love their students and
have knowledge about their subject and subject matter (Shanoski & Hranitz, 1992). Hattie (2002) claimed that
expert teachers have sophisticated representation about what they teach, are able to solve problems without
effecting the students personality and take time to understand the problem, and further can also make a decision
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
in the suitable time and identify the important decisions. Expert teachers can prepare the optimal classroom
climate by following the error and giving feedback, scan the classroom behaviour effectively and monitoring
learning. Expert teachers are more able to monitor students’ problems and assess their understanding whilst
providing feedback at the same time, they can see the difficulties facing the students and build strategies and
hypotheses and examine or test these strategies and the extent to which they are working by measuring students’
outcomes, they respect their students, they have responsibility over their students, they motivate their students,
they build self-concept and self-efficacy for their students, they have a positive influence on their students’
outcome and lead the students through challenging tasks and they have content knowledge (Hattie, 2002).
Effective teachers according to Murphy and others (2004) are patient, caring, respect their students, organize
their classrooms, and as a result their students are enthusiastic (Murphy, Delli, & Edwards, 2004). In a study by
Larrivee (1985) reported that students with special needs demonstrated a greater level of achievement in the
mainstream classrooms when the teacher: used the time efficiently, his or her relationship with the students was
good, gave the students positive feedback, made a high rate of success for learning tasks and responded for all
students positively (Larrivee, 1985). In contrast, the students who had lowest achievement were in classrooms
with a high degree of: off-task actions or behaviour, wasted in the time transition process, teachers criticised
students’ responses and when there was a low ability in terms of behaviour problems interventions (Larrivee,
1985). An effective teacher in an inclusive classroom has the ability and skills to plan for the content coverage
and takes into account the difference between students by scope and sequences their objectives. Moreover,
effective teachers have good strategies in taking advantage of time by maximizing academic time on- task and
have good presentation skills and therefore making the presentation very clear and keeping the students active
and engaged, monitoring the academic practices in the inclusive classroom with frequent questioning and giving
immediate feedback are vital factors could influence teaching process (Mastropieri & Scruggs, 2004; Westwood,
2003). It is evident that the effective school plays an important role in students’ outcome socially and
academically. It is stated that “The most persuasive research suggests that student academic performance is
strongly affected by school culture. Successful schools are found to have cultures that produce a climate or
‘ethos’ conductive to teaching and learning” (Purkey and Smith cited in Owens, 1998 p.93). Clark and
colleagues (1995) indicate that an effective school reinforces students’ performance, has a good work
environment that meets the disabled students’ needs, and gives the opportunity for all the students to become
involved and participate in school activities (Clark et al., 1995).
Including students with disabilities and having the knowledge of how to treat them are important
characteristics of the effective school. In this regard Ainscow (1991) mentioned that the effective school has
effective leadership and staff able to deal with all students and their needs and optimistic that all students can
progress and develop their abilities toward successful achievement. Effective school has a willingness to support
its staff by meeting their needs and taking into account the curriculum and ensuring that the curriculum meets all
the students needs and also effective school reviews its programmes (teachers, curriculum, students’ progress)
frequently (Ainscow, 1991). Successful teachers challenge students’ abilities by setting good quality tasks,
providing students with opportunities to choose their tasks, varying learning strategies and providing facilities
that contribute to student learning (Ainscow, 1991).
3.4 Context of Effective Teaching
Effective teaching does not occur in a vacuum. It occurs in a physical space and this cannot be removed entirely
from the related contexts. The whole education system contributes to the teaching – learning process and, if one
section or part of the education system is isolated from the other parts, then students’ achievements may be
affected. With this understanding, Wang and Walberg (1991) reviewed the professional literature and surveyed
experts in instruction and learning to develop an understanding of the variables that influence learning. Their
final framework included 228 variables or factors categorized into six main categories: the context outside of the
school, variables linked to the students, variables linked to the district or education system in the state including
political factors, variables linked to the school, variables linked to the program design and, finally, student
outcomes. Their analysis of these categories for effective learning environments showed that variables linked to
the program design possessed the greatest importance, followed by the context outside of the school, then
classroom climate and instruction, and then variables linked to the students. Variables linked to the school and
district or state ranked as the least important overall (Wang & Walberg, 1991). In the mentioned study, the
variables relating to the classroom and teaching still have a high rank or influence.
For a long time, there have been debates and questions about which factors influence students’
achievements. Some researchers attribute students’ achievements to the school, while others indicate that the
school has little impact on academic outcomes. Other researchers indicate that the effective teacher plays the
main role in terms of student progress. From the wide range of factors examined by extensive research, and the
fact that this research makes claims that most of these contextual factors have at least some impact on student
learning, it may be presumed that all contextual factors, such as the teacher, school context, classroom context
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and school community, contribute something toward student achievement. Some researchers highlight further
factors that may influence the teaching-learning process, including school reform, community dynamics, teacher
attitudes, curriculum, school location, and student abilities and socio-economic backgrounds (Maxwell & Ninnes,
2000; Paterson, 2000).
Effective teaching operates within a complex teaching and learning context that can influence it in
different ways. Effective teachers by themselves cannot work effectively and productively unless they are
located in a supportive environment. The Organisation for Economic Cooperation and Development (OECD)
(2005) stated that: ‘the quality of teaching is determined not just by the “quality” of teachers… but also by the
environment in which they work. [effective teachers] are not necessarily going to reach their potential in settings
that do not provide appropriate support or sufficient challenge and reward’ (p.7). Also, Stringfield and Teddlie
(1988) conducted a longitudinal study at Louisiana school, the aim examine the conditions that influence
student’ achievement. They found that the conditions relating to the school had a significant effect on student
achievement more so than the conditions of the teachers. Also, it was found that the socio-economic conditions,
school and teacher factors could influence students’ achievement (Stringfield & Teddlie, 1988). In terms of
leadership, the study which mentioned above, found that the principals in effective schools were more active,
had long plans for their schools, had a clear vision of how to achieve their goals for their schools, effectively
concentrate, were involved about the classrooms in their schools and made the instruction processes more easy
for the teachers and the students. In addition it was found that principals in effective schools usually remain close
to the students in order to understanding the students and their needs. In terms of the connections between the
effective schools and effective teaching, the researchers found that schools become more successful when the
students receive from the teachers a good and an effective style of teaching, which thus increases the students’
achievement (Stringfield & Teddlie, 1988).
In terms of school effectiveness, Teddlie and his colleagues (1989) indicate that the school and the
teachers demonstrate the following effective teaching behaviours: Spending time on teaching the task, develop
new ways of presenting material, practice independently, the school and the teachers have high expectations,
encourage, giving feedback and reinforce the students frequently, minimizing the interruptions, controlling the
students and all of the school in a positive manner, provide a friendly environment and thus the students work
hard. In comparison an ineffective school has no such characteristics (Teddlie, Kirby, & Strinfield, 1989). In the
school context, the principal plays the main role in school improvement and effectiveness, leading to the
students’ achievement. Dinham and his colleagues (1995) conducted case study into three schools in NSW and
found that the principals had significant influence on the school climate and culture and also on school staff,
which led to progress in the students’ achievement (Dinham et al., 1995).
Meta-analysis of the research into the influence of schools and teacher on students achievement has
been done by Marazano (2000) found that student achievement was influenced by three main factors: those
relating to the school, those relating to the teacher and those relating to the student. The surprising thing in this
meta-analysis is that the school-level factors account for 7% and the teacher - level factors account for 13%,
whereas the students-factors account 80% overall (Marzano, 2000). In terms of leadership and its influence on
the school outcome, Dinham and his colleagues (2004) conducted case study based on AESOP (An Exceptional
Schooling Outcomes Project), it was found that the principals play the main role in school outcomes by
providing suitable conditions for the teachers and students to do well in terms of schooling outcomes which
reflect eventually on the students’ achievement. Also according to Dinham’s model of principal leadership, the
effective or the successful principal has the following characteristics or responsibilities: they take into account
the external environment and engage with it, they have aptitude, ability to change and creativity, they have a
good interpersonal skills and are respected by staff and students, they have long term visions and they prepare
themselves to work toward these, they have responsibility, trust and they are concerned about their teachers
professional development, they support the students and co-operate with the teachers and other staff and they
focus more on the students in terms of teaching and learning (Dinham, 2004b ).
The 50-state survey by Darling-Hammond (2000) found that there was a significant relationship
between teacher quality and students’ achievement; in addition it was found that there was a strong relationship
between students’ achievement, and teacher preparation and qualification especially in reading and mathematics.
Further, the survey found that a teacher’s experience, creativity, enthusiasm, questioning skills, knowledge of the
content, intelligence, planning for using the time and co-operation with colleagues contributed to an increasing
student achievement (Darling-Hammond, 2000). In this sense, Dinham and his colleagues conducted a case
study which included 19 effective teachers of high - achievement grade 12 students in NSW, Australia; and
found that there were eight categories which influenced a student’s achievement: “School background and
students, subject faculty, personal qualities, relationships with students, professional development, resources and
planning, classroom climate and teaching strategies” (Dinham, 2004a p.149).
Research-based conclusions about teacher behaviour and students achievement show that the following
factors play the main role in student achievement: Opportunity to learn/content covered, role
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definition/expectation/time allocation, classroom management/student engaged time, consistent success/
academic learning time, active learning, whole-class versus small-group versus individualized instruction,
structuring, redundancy/sequencing, clarity, enthusiasm, pacing/ wait-time, difficulty level of questions,
cognitive level of questions, clarity of question, post question wait-time, selecting the respondent, waiting for the
student to respond, reacting to correct responses, reacting to partly correct responses, reacting to incorrect
responses, reacting to “no response”, reacting to student questions and comments, handling seatwork and
homework assignments, grade level, student socio-economic status SES/ability/affect, teacher’s intentions/
objectives (Brophy & Good, 1986 p.360-365).
4. Conclusion
In conclusion, the right of students with special needs to be educated in an inclusive classroom rather than
educating them in an isolated environment has been a main concern raising, issues and interest for educators,
policy-makers and researchers in recent times. Thus it is became the basic issue in terms of teaching students
with special needs. Effective school and teachers characteristics influence positively students’ achievement or
outcome in an inclusive classroom. School characteristics could be: qualified leadership, learning environment,
high expectation, positive reinforcement, monitoring student’s progress and parent-school co-operation. Teacher
characteristics such as: efficient use of time; good relationships with students; provides positive feedback; has a
high student success rate; and in general provides support for the students with and without disabilities. All of
that can only be operated in an appropriate educational context.
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34
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