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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: 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: Denise S. Goodhue Publisher: ISBN: Category : Special education Languages : en Pages : 197
Book Description
In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education co-teachers have been found to have an inferior role in their co-teaching relationships and co-teachers have been found to lack the skills needed to collaborate effectively as a team. Teamwork has been an area of focus for the health care and business industry but a focus on team-building in K-12 education has been lacking. This study involved the implementation of a team-building professional development series for high school co-teachers. The professional development included activities meant to enhance communication, problem solving, collaboration, and trust for co-teachers. The study examined the influence participation in the professional development had on co-teaching relationships. This study utilized a mixed-methods approach and included interviews, surveys, questionnaires, and observations as data collection methods. The overall findings of this study demonstrate that the majority of teachers have positive perceptions of co-teaching and find it beneficial for both teachers and students. Teachers expressed a number of frustrations regarding how administrators approach the practice of co-teaching. Co-teachers want administrators to be more respectful of co-teaching and take their needs into account when creating schedules and providing professional development. Participants of this study had varying degrees of satisfaction in their co-teaching dynamic prior to the start of this professional development. All participants described having a positive experience in the professional development. Participants expressed that team-building has a positive impact on co-teacher relationships and should be provided to pairs before the school year starts. There was a range in the degree of impact the professional development had on participants. Many felt that since their relationship was already positive, they did not experience drastic changes. Others felt they made progress and are optimistic for continued growth. Some pairs saw slight changes in their dynamic and felt that circumstances beyond their control impacted their ability to work as a team.
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: 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: 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: Angela B. Peery Publisher: Corwin Icle ISBN: 9781544360829 Category : Special education Languages : en Pages :
Book Description
"This user-friendly, practical workbook serves as a reflective guide for all co-teachers and can be used by one co-teacher or as a pair. In recent years, co-teaching (or a "push-in" of support) has become more prevalent in American schools. Many forms of co-teaching partnerships exist, including special education teachers with general education teachers, English language learning specialists with general education teachers, interventionists with general education teachers, and paraprofessionals taking on an updated, more learning-focused role in the regular classroom. Different structures for how these education professionals interact also exist, and, in some cases, the teaching pairs don't work effectively together, causing confusion and impeding the learning of students instead of enhancing it. This book describes the characteristics of effective co-teaching, provides examples of how it is being done well, and provides advice to teachers who may find themselves in co-teaching relationships that aren't working to their full potential. The uniqueness of the book is in the "workbook" style for co-teaching partners to work through together. There is no other book on this topic that is specially designed for teaching pairs to use together as they start (or improve upon) their co-teaching journey"--
Author: Marilyn Friend Publisher: ISBN: 9780977850310 Category : Inclusive education Languages : en Pages : 216
Book Description
Manual written for teachers, administrators and other school professionals covering all the essentials of creating and sustaining effective co-teaching programs for students with disabilities and other special needs.
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: Julietta Indelicato Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
Collaborative teaching is an option worth exploring at the elementary school level. The problem is many teachers lack the knowledge to effectively make these co-teaching relationships work. The purpose of this study is to identify effective co-teaching strategies to enhance collaborative teaching relationships. The study documents 1st through 4th grade classroom teachers, as well as individuals hired to work alongside the core classroom teachers, under their lead as "co-teachers"; an effort driven by the school's district to implement differentiated instruction and lower the teacher to student ratio. Participants were asked to reflect on themes previously published authors explored when they examined strategies to promote effective co-teaching relationships. Findings indicate the recommendations previous research outlined directly correlates with participants' feelings of dissatisfaction in their current co-teaching relationships in regards to collaboration through an equal partnership, communication which includes clarification of roles, responsibilities and expectations, an understanding of the six different co-teaching models, a secure common planning time, making the best use of a shared physical space, and sharing a similar teaching style/philosophy of teaching.
Author: Marilyn Friend Publisher: National Professional Resources Inc ISBN: 1949961060 Category : Education Languages : en Pages : 6
Book Description
Co-teaching is a popular service delivery model for students who are entitled to special education or other specialized services, such as support services for English learners. Evidence shows that the implementation of co-teaching is significantly associated with improved student outcomes. However for co-teaching to be effective, teachers need to thoroughly understand what the arrangement entails and what it takes to make co-teaching work. In the second edition of this best selling quick-reference laminated guide, Dr. Marilyn Friend, a renowned authority on co-teaching, provides educators with an overview of the fundamental “what,” “why,” and “how” of co-teaching. Dr. Friend outlines six the following six co-teaching approaches, along with recommended frequency of use and variations for each.
Author: Asher Samuel
Author: Asher Samuel
Author: Denise S. Goodhue
Author: Carrie Chapman
Author: Toby J. Karten
Author: Melanie Holland
Author: Angela B. Peery
Author: Marilyn Friend
Author: Daniel Jarvis
Author: Julietta Indelicato
Author: Marilyn Friend