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Introduction:

Teacher professional development plays a crucial role in shaping the practices and outcomes of education. Inclusive assessment practices are essential for ensuring that all students, regardless of their background or abilities, have an equal opportunity to demonstrate their learning. However, there is limited research on how teacher professional development can effectively promote inclusive assessment practices in schools. This thesis aims to address this gap by examining the role of teacher professional development in promoting inclusive assessment practices.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of teacher professional development
2.2 Inclusive assessment practices
2.3 The relationship between teacher professional development and assessment practices
2.4 Models of teacher professional development for promoting inclusive assessment practices
2.5 Challenges in implementing inclusive assessment practices
2.6 Impact of inclusive assessment practices on student learning
2.7 The role of school leadership in promoting inclusive assessment practices
2.8 Cultural considerations in assessment practices
2.9 Technology and inclusive assessment practices
2.10 Summary of key findings

Chapter 3: Research Methodology
3.1 Research design
3.2 Population and sample
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Pilot study
3.7 Validity and reliability
3.8 Limitations of the study

Chapter 4: Discussion of Findings
4.1 Overview of study findings
4.2 Analysis of the role of teacher professional development in promoting inclusive assessment practices
4.3 Comparison of different models of teacher professional development
4.4 Implications for practice
4.5 Recommendations for future research

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Recommendations for policymakers and practitioners
5.4 Conclusion

Thesis Overview:

The role of teacher professional development in promoting inclusive assessment practices is a critical aspect of education. This thesis aims to investigate how teacher professional development programs can effectively support teachers in implementing inclusive assessment practices in their classrooms. By examining the existing literature on teacher professional development, inclusive assessment practices, and the relationship between the two, this study seeks to provide insights into best practices for promoting inclusive assessment practices through professional development.

The literature review will explore various models of teacher professional development, challenges in implementing inclusive assessment practices, and the impact of inclusive assessment practices on student learning. Additionally, the research methodology section will outline the design of the study, data collection methods, and ethical considerations.

The discussion of findings will analyze the role of teacher professional development in promoting inclusive assessment practices, compare different models of professional development, and provide recommendations for practice. The conclusion will summarize the key findings, discuss the contributions of the study to the field, and offer recommendations for policymakers and practitioners.

Overall, this thesis aims to contribute to the existing body of knowledge on teacher professional development and inclusive assessment practices, with the ultimate goal of improving educational outcomes for all students.

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