Co-Teaching
An Illustration of the Complexity of Collaboration in Special Education
Dados Bibliográficos
| ID | 23323243 |
|---|---|
| Autores | Marilyn Friend (0000-0002-8148-9543, University of North Carolina at Greensboro), Lynne Cook (California State University, Dominguez Hills), DeAnna Hurley-Chamberlain (University of North Carolina at Greensboro), Cynthia Thrasher Shamberger (University of North Carolina at Greensboro), Cynthia Shamberger |
| Ano | 2010 |
| Volume | 20 |
| Fascículo | 1 |
| Páginas | 9-27 |
| Data de publicação | 2010-02-26 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Educational and Psychological Consultation (JOURNAL) |
| Identificadores do periódico | ISSN: 1047-4412 • E-ISSN: 1532-768X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10474410903535380 |
| OpenAlex | W1987413370 |
| Idioma | EN |
| Citações recebidas | 109 |
| Referências citadas | 30 |
Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled. Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key outcomes, and far more literature exists describing co-teaching and offering advice about it than carefully studying it. Contributing to the admittedly equivocal evidence base for co-teaching are factors such as the still emerging understanding of this special education service delivery vehicle, inconsistencies in definitions and implementation, lack of professional preparation, and dilemmas related to situating co-teaching in a supportive, collaborative school culture. The future of co-teaching may be dependent on increasing the quantity and quality of research on it and placing co-teaching in the larger context of school reform and improvement.
Class (philosophy) · Co-teaching · Context (archaeology) · Curriculum · Enthusiasm · Legislation · Mathematics education · Pedagogy · Political science · Service (business) · Special education · Teaching method · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Family and Disability Support Research · Psychology
The Implementation of Co-teaching Model in English Department at College of Basic Education
Bridging the gap
Co-enseñanza como modelo de gestión organizativa en las aulas inclusivas
Go hand in hand
Dimensions of Social Justice Leadership
Análisis de los efectos de un proyecto innovador de co-docencia en la universidad
The role of teacher attitudes and collaboration for inclusive teaching practices
Special Education
The Development and Effectiveness of a Web-Based Emergency Management Educational Program for Long-Term Care Facility Interprofessional Practitioners
Team Teaching Models in Primary Physical Education
Le coenseignement
Réflexions autour du concept de coenseignement en contexte inclusif
Le coenseignement et la différenciation pédagogique pour soutenir les besoins spécifiques des élèves à risque, en situation de handicap ou en difficulté d’adaptation ou d’apprentissage à l’éducation préscolaire
Étude de cas du leadership exercé par trois directions d’établissement dans la mise en oeuvre du coenseignement au secondaire
Teaching roles and communication strategies in interactive web broadcasts for practical lab and field work at a distance
The impact of interprofessional collaboration on EPS counselors’ job satisfaction
The complexity of co-teaching in the secondary science classroom
From barriers to boosters
Teaching in a Shared Classroom
A Systematic Review of Students’ Views and Experiences in Co-Taught Classrooms
Learning to Co-Teach
Exploring Refugee School Teachers’ Roles in Culturally Diverse Adult Classrooms in Greece
Imagining and Reimagining the Future of Special and Inclusive Education
Building Capacity with Assistive Technology in Teacher Education
Perceptions of Primary School Children About the Roles and Responsibilities of Teachers in Co-Taught Classrooms
How Co-Teaching May Contribute to Inclusion in Mathematics Education
Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development
Zusammenhänge zwischen multiprofessioneller Kooperation und der Leistungsentwicklung von Schüler*innen in inklusiven Schulen
Team teaching in doctoral education
La docencia compartida como estrategia de inclusión en primaria. Una experiencia de investigación-acción
A Phenomenological Exploration of the Co-Teaching Experiences of Associate Choir Teachers in Texas
The individualized education program in early childhood education
Two teachers, one classroom
Synchronizing and amending
Do task type and partner role matter? An experience sampling study on the perceived benefit of teacher collaboration in Swiss primary schools
Academic achievement for students with and without disabilities in co-taught classrooms
Cultivating interdisciplinary teacher teams’ collaborative practice in higher education
Grade Retention
Investigating co-teaching presence and its impact on student engagement
Exploring learners’ perspectives on team teaching
Student teachers’ perceptions and evidence of peer learning through co-teaching
From Detractive to Democratic
The Role of Inclusive Education in the Learning and Social–Emotional Skills of Students Without Special Educational Needs
Studying the Effectiveness of Team Teaching
Assistive technologies for visual impairments
Instruction in secondary cotaught classrooms
Sustaining the Special Education Workforce
Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools
Together and apart
Secondary special education co-teachers in the United States and specialised reading instruction for adolescents with disabilities
Co-Teaching from an Interdisciplinary Perspective
How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education
Transforming the lives of special students through artificial intelligence and inclusive education
Elementary Esol and content teachers’ resilient co-teaching practices
Collaborative pedagogies in primary physical education
Special teachers and the use of co-teaching in Swedish-speaking schools in Finland
El Prácticum, un Espacio para la Investigación Transformadora en los Contextos Educativos Infantiles
Rubberbanding in a liminal space
Going to school for the first time
Preparing student teachers for inclusive classes
The role of collaboration in a comprehensive programme design process in inclusive education
Use and relationships among effective practices in co-taught inclusive high school classrooms
Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina
Co-teaching perspectives from middle school algebra co-teachers and their students with and without disabilities
Examining the impact of disability studies in education-infused curriculum on attitudes towards inclusion in a U.S. secondary teacher education programme
Co-teaching as a resource for inclusive classes
Inclusion and standards achievement
Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education
Special education and general education preservice teachers’ co-teaching experiences
Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs
Differentiated instruction for students with disabilities in early childhood co-taught classrooms
Measuring inclusive education outcomes in Alberta, Canada
The attitudes of teachers towards inclusive education in Vojvodina
Supporting the enactment of inclusive pedagogy in a primary school
Collaborative classroom practice for inclusion
Teachers’ experiences with co-teaching as a model for inclusive education
Collaborative teaching across cultures
The development of teacher autonomy in collaborative lesson preparation
GeoTandems
The experience of teaching
Team and Transformative Teaching in the Criminology Classroom
Co-teaching in non-linear projects
Crossing risky boundaries
Inclusive and collaborative practices in co-taught classrooms
Effect of same-discipline compared to different-discipline collaboration on teacher trainees’ attitudes towards inclusive education and their collaboration skills
Becoming an inclusive educator
Achieving symbiosis
Contextual antecedents of co-teaching efficacy
Fortunately, I found a home here that allows me personal expression”
What does the greek model of parallel support have to say about co-teaching
Teachers using technology for co-teaching and crowdsourcing
Exploring the utilization of high-leverage practices by teachers
Committing, engaging and negotiating
Teachers' work today
Co-teaching in inclusive classes
A cycle of fragmentation in an inclusive age
Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation
Co-teaching as a context for teachers' professional learning and joint knowledge construction
Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support
Enhancing inclusion through the collective activity of collaboration
| Obras citantes distintas | 109 |
|---|---|
| Citações por ano | 7,79 |
| Intervalo de citações | 2012 - 2026 (15) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 102 |