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Author: Daniel Jarvis Publisher: University of Toronto Press ISBN: 1487501927 Category : Education Languages : en Pages : 273
Book Description
Cover -- Copyright -- Contents -- Figures and Tables -- Contributors -- Introduction -- 1"Dialogue and Team Teaching -- 2"Complex Collaborations: Co-Creating Deep Interdisciplinarity for Undergraduates -- 3"Undisciplined Debate: Coursing through Dialogue -- 4"Forming ICE in Pre-Service Teacher Education -- 5"From Shafts to Drifts: Collaborating to Strengthen Integrated Teaching and Learning -- 6"Visual Art and Mathematics Integration: An Interdisciplinary Co-Teaching Experience -- 7"Co-Teaching in Undergraduate Education: Capacity Building for Multiple Stakeholders -- 8"Co-Teaching and Co-Assessment in a Geometry Course for In-Service Teachers -- 9"Co-Teaching in Graduate Education -- 10"Coda: From Theory to Co-Practice in Higher Education -- Index
Author: Daniel Jarvis Publisher: University of Toronto Press ISBN: 1487501927 Category : Education Languages : en Pages : 273
Book Description
Cover -- Copyright -- Contents -- Figures and Tables -- Contributors -- Introduction -- 1"Dialogue and Team Teaching -- 2"Complex Collaborations: Co-Creating Deep Interdisciplinarity for Undergraduates -- 3"Undisciplined Debate: Coursing through Dialogue -- 4"Forming ICE in Pre-Service Teacher Education -- 5"From Shafts to Drifts: Collaborating to Strengthen Integrated Teaching and Learning -- 6"Visual Art and Mathematics Integration: An Interdisciplinary Co-Teaching Experience -- 7"Co-Teaching in Undergraduate Education: Capacity Building for Multiple Stakeholders -- 8"Co-Teaching and Co-Assessment in a Geometry Course for In-Service Teachers -- 9"Co-Teaching in Graduate Education -- 10"Coda: From Theory to Co-Practice in Higher Education -- Index
Author: Kelly JP. Cole Publisher: ISBN: Category : Languages : en Pages : 113
Book Description
The purpose of this qualitative case study was to investigate the training and implementation of co-taught classrooms at secondary schools in Southeastern Pennsylvania. Studies have advocated the use of this special education intervention at the elementary levels; however, little research has demonstrated its effectiveness at the secondary levels. The research design chosen for this case study was qualitative (Creswell, 2015). The rationale for using this design was that it offers the ability to evaluate co-teaching practices as it relates to classroom environment and perceptions of co-teachers on the secondary level. Qualitative data was collected through Likert scale statements, open-ended questions posed in a survey, and interview questions conducted by an independent researcher (Creswell, 2015). The primary purpose of exploring the implementation of co-teaching methods at the secondary levels was to determine the inclusive models and strategies teachers use, and to evaluate the co-teaching practices as it relates to classroom environment and the perceptions of co-teaching relationships of secondary educators. A discussion regarding these findings and limitations will follow the presentation of the data.
Author: Melanie Holland Publisher: ISBN: Category : Language arts (Middle school) Languages : en Pages : 126
Book Description
This study sought to identify the benefits and challenges of co-teaching as reported by middle-school special education and general education teachers. In addition, this study aimed to determine the roles of both the special educator and the general educator within the co -teaching relationship and how those roles were decided. The research was performed in a suburban middle school with 7 English language arts teachers consisting of 3 special educators and 4 general educators. Data were collected using an anonymous survey and individual interviews. The research showed that the benefits included more behavioral support in the classroom, increased support for struggling students (regardless of special-education designation), and the collaboration and sharing of teaching strategies. The challenges that emerged from the research included lack of common planning time, inconsistent co-teacher pairings, differentiating for a large range and number of students with individualized education programs (IEPs), and undefined co-teacher roles in the classroom. Overall, the teachers considered co-teaching to be a valuable method of including special education students in the general education classroom. Future research would be useful in determining the best strategy for providing the co-teaching environment while also providing a common planning time for co-teachers as well as district-provided professional development to enhance their relationship. Keywords: co-teaching, inclusion, special education, differentiation, co-teaching roles.
Author: Christianna N. Vehlow Publisher: ISBN: Category : Languages : en Pages : 139
Book Description
During clinical experiences, in-service teachers provide models of instruction for pre-service teachers to learn. With the inclusion of students with special needs in general education settings, these models of instruction often include co-teaching. It is vital for pre-service teachers to see productive co-teaching models since co-teaching is a complex form of instruction differing greatly from traditional solo instruction. Currently there is a dearth of research in the fields of co-teaching and special education regarding the influence of perceived quality of co-teaching modeled in clinical experiences and the development of pre-service teacher attitudes and confidence toward co-teaching. This study sought to describe the co-teaching experiences special education pre-service teachers perceived as significant in developing their own co-teaching confidence and perceptions based on the perceived quality of co-teaching modeled by their cooperating teacher. In this multiple case study, I collected data from special education pre-service teachers regarding their experiences observing co-teaching in clinical placements using virtual interviews and online journals. I performed a thematic analysis of the data using deductive coding. I found participants' perceptions of quality co-teaching were similar to those in the literature, indicating the pre-service teachers in this study adequately evaluated the co-teaching relationships they observed. Furthermore, participant responses indicated that their perception of co-teaching relationship quality appeared to influence their interest and confidence in future co-teaching as in-service teachers. These findings should be considered in the creation of systematic co-teaching preparation in teacher education programs, specifically in the placement and support of pre-service teachers in co-taught classrooms during clinical experiences.
Author: Toby J. Karten Publisher: ASCD ISBN: 1416629572 Category : Education Languages : en Pages : 271
Book Description
Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works—and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of * The co-teaching relationship and collaborative roles. * Co-planning instruction and assessment. * Co-teaching in action. * Academic and behavioral supports and interventions. * Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.
Author: Wendy W. Murawski Publisher: Corwin Press ISBN: 1412968054 Category : Education Languages : en Pages : 289
Book Description
Comparing the co-teaching relationship to a marriage, this resource offers a lighthearted yet comprehensive perspective on setting up, conducting, and maintaining a successful co-teaching partnership.
Author: Asher Samuel Publisher: ISBN: Category : Languages : en Pages : 306
Book Description
Co-teaching has emerged as a strategy for ensuring that SWDs are taught to the general education curriculum while receiving specially designed instruction within the least restrictive environment (LRE) appropriate to their needs. One of the most important components of co-teaching is the relationship between the two teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on the factors influencing their relationship.This study seeks to add to the body of knowledge in co-teaching by studying if teaching experience has an effect on co-teachers' perception of their teamwork. Participants will include special and general educators who are currently paired with a co-teacher and come from eight, urban, diverse, public school districts in the northeastern part of the U.S. Co-teachers from grades K-12 will be invited to complete the Tuckman Team Maturity Questionnaire (TTMQ). This study will conduct a series of multivariate regressions using four independent variables (relationship age, primary role, school culture, and openness), three covariates (years of teaching experience, years of co-teaching experience, and grade band), and four dependent variables, the Tuckman stages of small group development (forming, storming, norming, performing). Further research of the co-teaching relationship is required as results may inform school administrators and district support staff in cultivating high performing co-teaching partnerships.
Author: Anne M. Beninghof Publisher: John Wiley & Sons ISBN: 1119653320 Category : Education Languages : en Pages : 327
Book Description
Guaranteed Success for the Co-teaching Classroom Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination—not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach. This book is written to provide concrete, actionable advice, including: Co-Teaching Roll Out Plans Leadership Guidelines Relationship Development Best Co-Teaching Models Specially Designed Instruction And more Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficient approaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators. Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.
Author: Carrie Chapman Publisher: Solution Tree Press ISBN: 1935542346 Category : Education Languages : en Pages : 236
Book Description
In this practitioner’s guide to building a quality collaborative relationship through critical conversations, the authors explain three co-teaching models and how co-teaching fits within school improvement initiatives. Next, they present the critical conversations framework designed to foster dramatic improvements in the way educators communicate with their colleagues. The authors use practical examples and real-life stories to show how co-teaching strategies make a positive difference for students.
Author: Gloria Lodato Wilson Publisher: ASCD ISBN: 1416623213 Category : Education Languages : en Pages : 64
Book Description
How do you ensure that your co-teaching strategies make the most of the time that you and your co-teaching partner have in the classroom? The answer is co-planning, which will dramatically and efficiently increase the effectiveness of your instruction. In Co-Planning for Co-Teaching, author Gloria Lodato Wilson presents time-saving routines for general and special education teachers that will increase the active roles of each co-teacher and intensify instruction for students. Useful for co-teachers, administrators supervising co-teachers, and pre-service teachers, this book outlines how to eliminate the frustration and barriers often associated with co-planning, how to maintain the rigor of the coursework, how best to address the needs of students, and co-planning strategies for meeting IEP goals. Packed with useful examples for both elementary and secondary co-teachers, Wilson's "behind-the-scenes" guidance helps co-teachers make the most of co-planning time.
Author: Daniel Jarvis
Author: Daniel Jarvis
Author: Kelly JP. Cole
Author: Melanie Holland
Author: Christianna N. Vehlow
Author: Toby J. Karten
Author: Wendy W. Murawski
Author: Asher Samuel
Author: Anne M. Beninghof
Author: Carrie Chapman
Author: Gloria Lodato Wilson