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Murawski, Wendy W. – Journal of School Administration Research and Development, 2020
Moving to remote instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching should be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even…
Descriptors: Team Teaching, Distance Education, Students with Disabilities, Teaching Methods
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Scruggs, Thomas E.; Mastropieri, Margo A. – TEACHING Exceptional Children, 2017
Beginning special education teachers today are highly likely to be asked to co-teach with general education teachers at some point in their career. Besides supporting their students, new special education teachers may be tasked with persuading their colleagues to try out both new methods of collaboration and unfamiliar models of instructional…
Descriptors: Inclusion, Disabilities, Regular and Special Education Relationship, Team Teaching
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King-Sears, Margaret E.; Jenkins, Melissa C.; Brawand, Anne – International Journal of Inclusive Education, 2020
This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most…
Descriptors: Team Teaching, Inclusion, Students with Disabilities, Regular and Special Education Relationship
Honigsfeld, Andrea; Dove, Maria G. – Educational Leadership, 2016
Imagine getting on the tandem bike of co-teaching. You have a lot to decide. Who sits in the front and takes the lead? Who takes the backseat? The fact is, neither classroom teachers nor secondary content-area teachers have proven eager to give up leading their lesson when they have a co-teacher present, whether to support ELLs or students with…
Descriptors: Team Teaching, Teamwork, Teacher Collaboration, English Language Learners
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Burks-Keeley, Randa G.; Brown, Monica R. – Journal of the American Academy of Special Education Professionals, 2014
The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station…
Descriptors: Student Attitudes, Teacher Attitudes, Special Education, Statistical Analysis
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McCaw, Jordan – Journal for Leadership and Instruction, 2020
In the K-12 setting, integrated co-teaching has developed as a popular service for students with disabilities. This paper examines how administrators define the most effective model of integrated co-teaching. Additionally, this paper explores the extent to which administrators' supervisory expectations/practices are consistent with the model…
Descriptors: Team Teaching, Regular and Special Education Relationship, Special Education Teachers, Elementary School Teachers
Randolph, Cassandra Jones – ProQuest LLC, 2017
The passing of the Education for All Handicapped Children Act---later renamed the Individuals With Disabilities Education Act---mandated that schools and districts ensure that all available education services were comparable between students with disabilities and general education students. This mandate led to students with disabilities and…
Descriptors: Academic Achievement, Disabilities, Teacher Collaboration, Algebra
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Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud – Support for Learning, 2017
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…
Descriptors: Team Teaching, Teacher Collaboration, Reading Skills, Reading Difficulties
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King-Sears, Margaret E.; Brawand, Anne Eichorn; Jenkins, Melissa C.; Preston-Smith, Shantha – Journal of Science Teacher Education, 2014
An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for…
Descriptors: Case Studies, Team Teaching, Teacher Collaboration, Science Instruction
Murawski, Wendy W.; Bernhardt, Philip – Educational Leadership, 2016
Co-­teaching is the newest initiative to be implemented in school districts. Students with special needs can no longer be simply physically "included" in general education classes. These students need and deserve authentic opportunities to access and participate in the curriculum. To accomplish this goal, co-­teaching has been embraced.…
Descriptors: Teamwork, Team Teaching, Teacher Collaboration, Administrator Role
Boston-Kemple, Thomas Ernest – ProQuest LLC, 2012
The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of "an inclusive classroom,"…
Descriptors: Inclusion, Mainstreaming, Regular and Special Education Relationship, Literature Reviews
Murdock, Linda; Finneran, David; Theve, Kristin – Educational Leadership, 2016
When an elementary school learns that its upcoming 4th grade class will include 10 students with special needs, six of whom have significant disabilities, it decides to include these students in a large team-taught classroom. There, everyone belongs--students with disabilities, English language learners, gifted math students, and avid and…
Descriptors: Team Teaching, Disabilities, English Language Learners, Academically Gifted
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Cook, Sara Cothren; McDuffie-Landrum, Kimberly – Intervention in School and Clinic, 2020
Co-teaching is the most popular model for supporting students with disabilities in the general education setting. However, the limited research that supports this framework as effective for increasing outcomes for students with disabilities may indicate co-teachers have difficulty providing students with specialized instruction to meet individual…
Descriptors: Instructional Effectiveness, Team Teaching, Students with Disabilities, Regular and Special Education Relationship
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Hang, Qi; Rabren, Karen – Remedial and Special Education, 2009
Co-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. The purpose of this study was to identify teachers' and students' perspectives of co-teaching and the efficacy of this teaching approach. Forty-five co-teachers and 58 students with disabilities (N = 103), all of whom…
Descriptors: Team Teaching, Disabilities, Instructional Effectiveness, Teacher Attitudes
Katz, Lori A. – ProQuest LLC, 2018
Current educational policies that have articulated from IDEA are driving the adoption of inclusionary practices in schools. These policies present challenges to general education, secondary education, and dual-licensed teachers at the secondary level. Secondary general education teachers may lack the pedagogical knowledge necessary to accommodate…
Descriptors: Team Teaching, Teacher Effectiveness, Regular and Special Education Relationship, Secondary School Teachers
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