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Perceptions Of Co Teaching In Secondary Inclusion Classrooms
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Book Synopsis Perceptions of Co-teaching in Secondary Inclusion Classrooms by : Tori Renee Hill
Download or read book Perceptions of Co-teaching in Secondary Inclusion Classrooms written by Tori Renee Hill and published by . This book was released on 2020 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, volunteer/willingness, training/professional development, and relationship/trust. The results of the study showed teacher preparation programs were not consistent in providing a foundation on teaching students with disabilities, and there are weaknesses in professional development for successful co-teaching practices. Analyses of both survey and interview data provide insight into co-teaching in math and English classrooms and identify possible implications for the district’s co-teaching practices.
Book Synopsis Co-teaching in Inclusion Classrooms by : Margaret Erin Keene
Download or read book Co-teaching in Inclusion Classrooms written by Margaret Erin Keene and published by . This book was released on 2018 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was an investigation of co-teaching and inclusion practices at the secondary level. In the explanatory sequential mixed-methods study, regular education co-teachers as well as special education co-teachers offered insights by their participation in a survey and focus groups. This study investigated co-teacher perceptions of inclusion and how their perceptions of inclusion and co-teaching influenced the extent of teacher use of elements of Dr. Friend’s co-teaching models. The study also investigated and identified the needs of co-teachers. -- Co-teaching is defined as “two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single space” (Cook & Friend, 1995, p. 1). The development and implementation of co-teaching came as a response to the 1990 revision of the Individuals with Disabilities Education Act and the requirement that students be educated in the Least Restrictive Environment (Shoulders & Krei, 2016). Co-teaching has allowed students with disabilities the opportunity to be supported by an additional teacher as they are educated in regular education classrooms alongside their typically developing peers (Hang & Rabren, 2009). If teacher attitudes and perceptions in the area of inclusion and co-teaching can be identified and articulated and those perceptions can be brought to the attention of principals and district personnel, the learning and instruction of all students in inclusion classrooms may be impacted. -- This study found that both regular and special education co-teachers had a favorable view of co-teaching and inclusion. They agreed that it is effective, and co-teaching provided more instructional intensity than teaching alone. This study also found that while One Teach/One Assist was the most used co-teaching model, Team Teaching was identified as the most ideal model for effective co-teaching. In addition, co-teachers cited content knowledge of co-teachers, compatibility of co-teachers, common planning, positive perspectives of inclusion, and training as needs for successful co-teaching.
Book Synopsis Practices and Perceptions of Regular and Special Educators Co-teaching in the Middle and Secondary Inclusion Classrooms by : Rosanna Whisnant
Download or read book Practices and Perceptions of Regular and Special Educators Co-teaching in the Middle and Secondary Inclusion Classrooms written by Rosanna Whisnant and published by . This book was released on 2015 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Co-Teaching in Secondary Schools by : Lisa Dieker
Download or read book Co-Teaching in Secondary Schools written by Lisa Dieker and published by National Professional Resources Inc. This book was released on 2018-02-11 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 6-page laminated guide is an easy-to-use, quick-reference tool for middle and high school teachers embarking on co-teaching for the first time, as well for those in established co-teaching partnerships. Drs. Lisa Dieker and Rebecca Hines, well-known experts in the field of inclusion, have paired up to create a concise yet substantive laminated guide that offers teachers practical strategies for building strong co-teaching teams. The guide walks collaborative teaching teams through the seven steps of successful classroom inclusion, and offers practical tips and examples to help teachers along the way. It also offers a checklist of the key characteristics of effective co-teaching classrooms to help teachers stay on track
Book Synopsis Two Teachers in the Room by : Elizabeth Stein
Download or read book Two Teachers in the Room written by Elizabeth Stein and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K-12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. Whether you're a brand new co-teacher or are simply looking to improve the dynamics in your classroom, the research-based strategies, vignettes, and ready-to-use assessment rubrics in this book will help you create a positive learning culture that influences all learners, teachers, and students alike. Topics include: Selecting and implementing the appropriate co-teaching model to optimize student learning; Developing an effective curriculum that plays to the strengths of both teachers; Creating a learning environment that promotes self-reflection and nurtures critical thinking; Accommodating all learners by embracing a multi-dimensional view of teacher knowledge; and Providing specific, attentive feedback to help students take charge of their learning. The book also features book discussion questions for each chapter so you can work with colleagues during book studies and PLCs.
Book Synopsis Co-teaching and Teacher Perceptions of Co-teaching Relationships by : Kelly JP. Cole
Download or read book Co-teaching and Teacher Perceptions of Co-teaching Relationships written by Kelly JP. Cole and published by . This book was released on 2020 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Teaching in Tandem by : Gloria Lodato Wilson
Download or read book Teaching in Tandem written by Gloria Lodato Wilson and published by ASCD. This book was released on 2011 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide for teachers and administrators shows how general and special education teachers work together to boost student achievement. Includes real-life scenarios.
Book Synopsis Perceptions of Secondary Teachers on the Co-teaching Model by : Phillip K. Woods
Download or read book Perceptions of Secondary Teachers on the Co-teaching Model written by Phillip K. Woods and published by . This book was released on 2017 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Co-Teaching Do's, Don'ts, and Do Betters by : Toby J. Karten
Download or read book Co-Teaching Do's, Don'ts, and Do Betters written by Toby J. Karten and published by ASCD. This book was released on 2020-07-23 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Inclusive Schools in Action by : James McLeskey
Download or read book Inclusive Schools in Action written by James McLeskey and published by ASCD. This book was released on 2000 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: For any school undertaking an inclusion program, here's an opportunity to find out what works and explore a 10-step plan that can achieve positive academic and social outcomes for all students -- with and without disabilities.
Book Synopsis Co-teaching in Middle School Inclusive Classrooms: Perceptions of Administrators, Special Education Teachers, and General Education Teachers by : Thomas Anthony Compitello
Download or read book Co-teaching in Middle School Inclusive Classrooms: Perceptions of Administrators, Special Education Teachers, and General Education Teachers written by Thomas Anthony Compitello and published by . This book was released on 2003 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the co-teaching model of instruction in two different school districts within southeastern Pennsylvania. Three middle schools, one in School District I, and two in School District II, participated in the study. The study examined how administrators and teachers from two different school districts perceived collaborative teaching and its significance in addressing the needs of middle school students, with and without exceptionalities, within diverse, inclusive classrooms. The study analyzed the responses of 12 teacher respondents, four in School District I, Middle School A, and eight in School District II, four in Middle School B, and four in Middle School C. Each special education and general education respondent completed a Perceptions of Co-Teaching Survey which utilized Likert continuum responses. Five co-taught classes were observed by the researcher, one in Middle School A, two in Middle School B, and two in Middle School C. In order to acquire qualitative data with regard to co-teaching experiences, the researcher utilized open-ended probes during twelve teacher and three administrator telephone interview sessions. The study results indicated that a majority of participants believed that the collaborative model of instruction is a viable strategy to implement in order to meet the needs of all children in diverse, inclusive classrooms.
Book Synopsis Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms by : Hawazen Ahmad Alasiri
Download or read book Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms written by Hawazen Ahmad Alasiri and published by . This book was released on 2019 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called "a logical combination for successful systematic change" (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6-21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field gain a deep understanding of teaching and learning in inclusive classrooms. Today, co-teaching allows two professional, certified teachers to work together, sharing the responsibility of delivering instruction for all students in general classrooms, including students with special needs, using flexible approaches to meet individuals' needs (Friend, 2008). Response to Intervention (RTI) is a three-tiered identification and support system designed to meet the needs of all students by providing "quality differentiated instruction" (Villa & Thousand, 2011). Together, co-teaching and RTI can create an effective environment for students with different needs. In part, co-teaching serves as an ideal method for putting RTI into action. Often, research on co-teaching focuses on teacher roles and responsibilities. It tends to overlook the impacts on student educational achievement and social development, thus, creating a gap in the literature. This phenomenological qualitative study explores teachers' use and perceptions of RTI on co-teaching in general classrooms and the benefits and barriers impacting co-teaching. It is informed by the increase of students with disabilities in general education classrooms, growing implementation of co-teaching practice, combined value of RTI and co-teaching, and lack of student-focused research on the subject.
Book Synopsis Co-Teaching in Secondary Schools by : Lisa Dieker
Download or read book Co-Teaching in Secondary Schools written by Lisa Dieker and published by . This book was released on 2021-06-06 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching is an increasingly popular teaching model. Although it can be a very effective way of helping all students in inclusive classrooms learn, it can also be quite challenging for teachers to implement, especially at the secondary level, but it is a challenge well worth embracing.This updated and expanded edition of Co-Teaching in Secondary Schools: 7 Steps to Successful Inclusion, is an easy-to-use, quick-reference tool for middle and high school teachers embarking on co-teaching for the first time, as well for those in established co-teaching partnerships. Drs. Lisa Dieker and Rebecca Hines, well-known experts in the field of inclusion, have paired up to create a concise yet substantive laminated guide that offers teachers concrete strategies for building strong co-teaching teams. The guide walks collaborative teaching teams through the seven steps of successful classroom inclusion, and offers practical tips and examples to help teachers along the way. It also offers a checklist of the key characteristics of effective co-teaching classrooms to help teachers stay on track. Planning forms and helpful charts are also included to assist both special ed and regular education teachers in lesson planning and tracking informal teacher observations, as well as supervising paraeducators.
Book Synopsis Co-Teaching in Secondary Schools by : Lisa Dieker
Download or read book Co-Teaching in Secondary Schools written by Lisa Dieker and published by Dude Publishing. This book was released on 2010-10 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Purposeful Co-Teaching by : Greg Conderman
Download or read book Purposeful Co-Teaching written by Greg Conderman and published by Corwin Press. This book was released on 2008-10-15 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A valuable desktop reference for all educators devoted to increased student outcomes within a positive, effective co-teaching partnership. Each chapter contains practical strategies and tips to take you from Monday to Friday!" —Julia R. Wachal, Special Education Consultant Grantwood Area Education Agency, IA "One of the best books I′ve read on what co-teaching really means and how it is implemented in the classroom. The authors present instructional methods and interpersonal communication skills that co-teachers can use to solve typical issues." —Michael Hazelkorn, Chair and Professor of Special Education University of West Georgia Create powerful teaching partnerships that promote success for every student in inclusive classrooms! How can teachers deliver an extensive curriculum and still meet the various needs of an increasingly diverse student body? This resource demonstrates how co-teaching collaborations can effectively promote success for each learner. Purposeful Co-Teaching integrates the vital components of interpersonal skills, content knowledge, instructional design, and teaching philosophy to guide educators toward the smooth collaboration of a full, mature co-teaching relationship. The authors also provide research-based, field-tested instructional strategies for using big ideas, visuals, mnemonics, formative assessment, and more, within a collaborative teaching context. Additional resources include: Chapter activities and checklists for planning lessons Case studies from elementary and secondary teachers in various subject areas to illustrate the realities of co-teaching Real-world resources such as books, videos, and helpful Web sites Ideal for both general and special education classrooms, this indispensible resource gives co-teachers the practical, proven methods they need to help students make connections, stay engaged, and become independent and successful learners.
Book Synopsis Perceptions of Co-teaching by Content Area and Special Education Teachers with and Without Experience by : Ashley Blanca Rodrigues
Download or read book Perceptions of Co-teaching by Content Area and Special Education Teachers with and Without Experience written by Ashley Blanca Rodrigues and published by . This book was released on 2013 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are required by the Individuals with Disabilities Education Act of 2004 (IDEA) to include students with disabilities in the general education classroom. Recently there has been emphasis on co-teaching as a method to comply with this mandate. Co-teaching is a technique geared at utilizing a special education teacher and a content area teacher to concurrently instruct both students with and without disabilities in the general education setting. It is well established in the literature that it is vital that together both the content area teacher and special education teacher in these settings be effectively trained to meet the needs of the students with disabilities without hindering the progress of the students without disabilities (Fleming & Bauer, 2007; Goor, 1994; Dieker, & Murawski, 2003). This study investigated the perceptions of special education and content area teachers with and without experience co-teaching of co-teaching. Twenty-two content area and fifteen special education teachers with and without co-teaching experience and currently enrolled (academic year of 2012-2013) in the graduate course of ED530 Teacher as a Researcher at Bridgewater State University responded to an 82-item survey to identify their experience and perspectives on co-teaching. Results of this study identified several features of content area and special education teachers' experience and views of co-teaching. Recommendations are offered for future research in the area of co-teaching and co-teaching professional development.
Book Synopsis There is No "I" in Co-teacher by : Denise S. Goodhue
Download or read book There is No "I" in Co-teacher written by Denise S. Goodhue and published by . This book was released on 2016 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
