Ngay Tại Đây, Ngay Lúc Này: Hợp Tác Liên Chuyên Nghành Hiệu Quả Trong Giáo Dục Từ Quan Điểm Của Các Giáo Viên Tiểu Học Ở Aotearoa New Zealand

Abercrombie, N., Hill, S., & Turner, B. (2006). The Penguin dictionary of sociology (5th ed.). Penguin. Al Otaiba, S., Baker, K., Lan, P., Allor, J., Rivas, B., Yovanoff, P., & Kamata, A. (2019). Elementary teacher’s knowledge of response to intervention implementation: A preliminary factor analysis. Annals of Dyslexia, 69(1), 34–53. https://doi.org/10.1007/s11881-018-00171-5 Benzer, M., & Reed, K. (2019). Social life: Contemporary social theory. SAGE Publicaions. Bose, P., & Hinojosa, J. (2008). Reported experiences from occupational therapists interacting with teachers in inclusive early childhood classrooms. The American Journal of Occupational Therapy, 62(3), 289–298. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa Collaborative, C. I. H. (2010). A National Interprofessional Competency Framework. Health San Francisco (issue February). https://doi.org/10.1097/ACM.0b013e31819fb7ad Cowie, B., Otrel-Cass, K., Moreland, J., Jones, A., Cooper, B., & Taylor, M. (2015). Teacher–researcher relationships and collaborations in research. Waikato Journal of Education, 20(3), 265–273. https://doi.org/10.15663/wje.v20i3.239 Dias, M. S., Vieira, F. M., Silva, L. C., Vasconcelos, M. I., & Machado, Mde F. (2016). Inter-professional collaboration in the ‘Health and Prevention in Schools’ project. Cien Saude Colet., 21(6), 1789–1798. https://doi.org/10.1590/1413-81232015216.08112016 Ekornes, S. (2015). Teacher perspectives on their role and the challenges of inter-professional collaboration in mental health promotion. School Mental Health, 7(3), 193–211. https://doi.org/10.1007/s12310-015-9147-y Elsevier. (2013). Interprofessional collaborative practice in healthcare: Getting prepared, prepared to succeed. European Commission. (2013). The Teaching and Learning International Survey (TALIS) 2013: Main findings from the survey and implications for education and training policies in Europe. European Agency for Special Needs and Inclusive Education. (2015). Agency position on inclusive education systems. 2. www.european-agency.org/about-us/who-we-are/ Fukkink, R. G., & van Verseveld, M. (2020). Inclusive early childhood education and care: A longitudinal study into the growth of interprofessional collaboration. Journal of Interprofessional Care, 34(3), 362–372. https://doi.org/10.1080/13561820.2019.1650731 Gilbert, J., Yan, J., & Hoffman, S. (2010). A WHO Report: Framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 3(3 pt 2), 196–197. Greenstock, L., & Wright, J. (2011). Collaborative implementation: Working together when using graphic symbols. Child Language Teaching and Therapy, 27(3), 331–343. https://doi.org/10.1177/0265659010396778 Harris, A., & Jones, M. S. (2017). Disciplined collaboration and inquiry: Evaluating the impact of professional learning. Journal of Professional Capital and Community, 2(4), 200–214. https://doi.org/10.1108/JPCC-05-2017-0011 Hynek, K. A., Malmberg-Heimonen, I., & Tøge, A. G. (2020). Improving interprofessional collaboration in Norwegian primary schools: A cluster-randomized study evaluating effects of the LOG model on teachers’ perceptions of interprofessional collaboration. Journal of Interprofessional Care, 00(00), 1–10. https://doi.org/10.1080/13561820.2019.1708281 Interprofessional Education Collaborative Expert Panel. (2011). Core copetencies for interprofessional collaborative practice: Report of an expert panel. Interprofessional Education Collabora-tive. Kelly, S., Domdom, J., Murray, J., & Ulloa, M. (2020). Weaving professional practice with interprofessional education for real praxis outcomes. Whitireia Journal of Nursing, Health and Social Services, 27, 33–38. Leonard, L., & Leonard, P. (2003). The continuing problem with collaboration: Teachers talk. Current Issues in Education, 6(15). Massey, S., Fisher, K., Croker, A., & Smith, T. (2015). Collaboration across the health care and education interface: What is it like for teachers of children with traumatic brain injury? Australian Journal of Primary Health, 21(1), 74–78. McCauley, B. L. (2015). Investigating elementary educators’ understandings of abelism and response to intervention in public school settings [Doctor of Education]. Lewis University. Meadows, D., Alcorn, I., Beamish, W., Davies, M., Elias, G., Grimbeek, P., & Punch, R. (2006). Quality outcomes for students with a disability: School to post-school transition Language and Special Education. Griffith University. Mentis, M., Holley-Boen, W., Butler, P., Kearney, A., Budd, J., Riley, T., MacArthur, J., Dharan, V., & Bevan-Brown, J. (2016). Māwhai: Webbing a professional identity through networked interprofessional communities of practice. Teaching and Teacher Education, 60, 66–75. https://doi.org/10.1016/j.tate.2016.08.008 Ministry of Education: Te Tàhuhu o te Màtauranga. (n.d.-a). Guide to teacher aide practice: Recommendations from research. https://Inclusive.Tki.Org.Nz/Guides/Supporting-Effective-Teacher-Aide-Practice/Explore-Recommendations-from-Research/ Ministry of Education: Te Tàhuhu o te Màtauranga. (n.d.-b). He Pikorua. https://Hepikorua.Education.Govt.Nz/Our-Story/ Ministry of Education: Te Tàhuhu o te Màtauranga. (n.d.-c). Inclusive: Tātou wāhi: A place for all of us. https://Inclusive.Tki.Org.Nz/ Mulholland, M., & O’Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/resource teachers. International Journal of Inclusive Education, 20(10), 1070–1083. https://doi.org/10.1080/13603116.2016.1145266 Nellis, L. M., Sickman, L. S., Newman, D. S., & Harman, D. R. (2014). Schoolwide collaboration to prevent and address reading difficulties: Opportunities for school psychologists and speech-language pathologists. Journal of Educational and Psychological Consultation, 24(2), 110–127. https://doi.org/10.1080/10474412.2014.903187 New Zealand Ministry of Education: Te Tahuhu O Te Matauranga. (n.d.). The education and disability legislation guiding our approach to learning support. Retrieved March 1, 2018, from https://www.education.govt.nz/ministry-of-education/legislation/education-disability-legislation/ O’Brien, J. (2014). How do interprofessional practice teams work together to identify and provide for gifted students with multiple exceptionalities? Massey University. Regan, K. S., Berkeley, S. L., Hughes, M., & Brady, K. K. (2015). Understanding practitioner perceptions of responsiveness to intervention. Learning Disability Quarterly, 38(4), 234–247. https://doi.org/10.1177/0731948715580437 Rens, L., & Joosten, A. (2014). Investigating the experiences in a school-based occupational therapy program to inform community-based paediatric occupational therapy practice. Australian Occupational Therapy Journal, 61(3), 148–158. https://doi.org/10.1111/1440-1630.12093 Safari, S., Abedi, A., & Faramarzi, S. (2020). Implementing an RTI approach: A qualitative study of prerequisites and obstacles. Educational Research for Policy and Practice, 19(3), 261–279. https://doi.org/10.1007/s10671-020-09258-6 Sharples, J., Webster, R., & Blatchford, P. (2015). Making best use of teaching assistants: Guidance report Education Endowment Foundation. Timperley, H. (2008). Teacher professional learning and development: Educational practice series - 18. International Academy of Education, International Bureau of Education & UNESCO, 1(18), 1–30. https://doi.org/10.1002/hrm Turner, B. (2006). Cambridge Dictionary of sociology. Cambridge University Press. Vainikainen, M. P., Thuneberg, H., Greiff, S., & Hautamäki, J. (2015). Multiprofessional collaboration in Finnish schools. International Journal of Educational Research, 72, 137–148. https://doi.org/10.1016/j.ijer.2015.06.007 Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002 Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302–315. https://doi.org/10.1016/j.tate.2017.06.021 Vlcek, S., Somerton, M., & Rayner, C. (2020). Collaborative teams: Teachers, parents, and allied health professionals supporting students with autism spectrum disorder in mainstream Australian schools. Australasian Journal of Special and Inclusive Education, 44(2), 102–115. https://doi.org/10.1017/jsi.2020.11 Wiedebusch, S., Maykus, S., Gausmann, N., & Franek, M. (2020). Interprofessional collaboration and school support in inclusive primary schools in Germany. European Journal of Special Needs Education, 00(00), 1–13. https://doi.org/10.1080/08856257.2020.1853971 Wium, A.-M., & Louw, B. (2015). The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools. South African Journal of Childhood Education, 5(1), 19–41. World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. World Health Organisation. https://doi.org/10.1111/j.1741-1130.2007.00144.x