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ERIC Number: EJ1171794
Record Type: Journal
Publication Date: 2012-Dec
Pages: 29
Abstractor: ERIC
ISSN: EISSN-2154-6282
Inquiry into Co-Teaching in an Inclusive Classroom
Lava, Valerie F.
i.e.: inquiry in education, v3 n2 Article 5 Dec 2012
A year-long inquiry was conducted in response to the following questions: How does the relationship and teaching practice of a new co-teaching partnership evolve throughout the course of a school year? How can a consultant support the work of a new co-teaching partnership? The work of a general education and special education teacher in their first year of co-teaching in a fourth grade inclusive classroom in an urban public school is described. Utilizing a collaborative consultation model, efforts to support the work of the co-teaching partnership were documented. Data collected and analyzed included: results of self-assessment surveys, audio-recordings of bi-weekly meetings, anecdotal impressions of meetings, and descriptive notes of classroom observations. This fourth grade team developed a productive co-teaching partnership. They forged a professional relationship while they honed their collaborative instructional practices. Resources that proved useful in this inquiry study as well as a broader review of the literature are included for teachers, mentors, and administrators interested in the work of co-teaching.
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A