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ERIC Number: EJ1171794
Record Type: Journal
Publication Date: 2012-Dec
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.
Descriptors: Inquiry, Inclusion, Team Teaching, Classroom Techniques, Partnerships in Education, Teacher Collaboration, Group Dynamics, Consultants, Grade 4, Regular and Special Education Relationship, Teacher Surveys, Self Evaluation (Individuals), Meetings, Transcripts (Written Records), Educational Practices, Teaching Methods, Observation
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: email@example.com; Web site: https://digitalcommons.nl.edu/ie/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4
Authoring Institution: N/A
Grant or Contract Numbers: N/A