Search

Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers’ co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state’s PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers’ behaviors and beliefs, and examine the impact of co-teaching on students’ mathematics achievement. We examined data from observations, surveys, and students’ pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research.

Fil: Roselli, Néstor Daniel. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina Fil: Roselli, Néstor Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Cardoni, Juliana. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina Fil: Cardoni, Juliana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Resumen: El objetivo de esta investigación es comparar la enseñanza recíproca individual entre alumnos (pares no-expertos) con la enseñanza no-experta realizada en pareja respecto a diversos aspectos relativos a la cualidad y calidad de las mismas. La primera enseñanza tiene como destinatario al compañero de díada (en reciprocidad); la segunda es realizada conjuntamente por los integrantes de una díada y tiene como destinatario a otra díada (y recíprocamente). En general, los estudios sobre la tutoría entre pares no-expertos referida a la enseñanza de conocimientos omiten la cuestión particular de la enseñanza compartida con un alter. La hipótesis central es que este tipo de docencia no-experta compartida genera diferencias de cualidad y calidad respecto a la docencia no-experta individual. Participaron 14 estudiantes universitarios de una misma clase agrupados aleatoriamente en díadas, los que, previo aprendizaje de la episteme a enseñar provista por un texto-fuente, realizaban primero una tutoría enseñante individual dirigida al compañero/a (y viceversa), y luego una tutoría compartida con éste dirigida a los integrantes de otra díada (y viceversa). Las sesiones fueron audio-grabadas. Esta comparación individual-colectivo se refiere tanto a aspectos cualitativos de la enseñanza, como a aspectos relativos a su calidad. En cuanto a los primeros, los datos muestran significativas diferencias respecto al estilo de enseñanza y a la dependencia respecto del texto-fuente, y diferencias moderadas relativas a la calidad. Se concluye con una propuesta de diferenciación de distintas modalidades de la relación individual-colectivo. Abstract: The objective of this research is to compare individual reciprocal teaching between students (non-expert peers) with dyadic non-expert teaching. In general, studies on non-expert peer tutoring related to knowledge teaching omit the particular issue of dyadic teaching with an alter. The central hypothesis states that this type of dyadic non-expert teaching generates differences in attributes and quality with respect to individual non-expert teaching. Seven dyads of university students from the same class were randomly grouped in dyads, who, after learning the episteme to be taught provided by a source-text, they performed first an individual teaching tutoring directed to the partner (and vice versa), and then a dyadic tutoring together directed to the members of another dyad (and vice versa). These sessions were audio-recorded. This individual-dyadic comparison refers to both different attributes of teaching, as well as aspects related to its quality. Regarding the attributes, data shows significant differences in terms of teaching style and dependence on the source-text, and moderate differences regarding quality. The research concludes with a proposal to differentiate various modalities of the individual-dyadic relationship.

The purpose of this study is to explore a problem of practice in one school division where most general education and special education co-teaching teams dissolved from one school year to the next. Utilizing a multiple case study design, nine special education teachers at the school division’s three traditional high schools were interviewed to answer the following research questions: 1. What roles do high school special education teachers report that they currently play in planning, instruction, and assessment in co-taught classrooms? 2. What factors do teachers report impact collaboration between special education teachers and their general education co-teachers? 3. Is there an association between the level of collaboration between high school special education teachers and their general education co-teachers and the special education teachers’ desire to extend a co-teaching partnership? Interviews were recorded and then transcribed to facilitate analysis. Findings were interpreted through the lens of a Conceptual Framework entitled Co-Teacher Classroom Fit, which is based on Person-Organization Fit research. After analysis, the research revealed the following conclusions: 1. Special educators play a variety of roles in the classroom; 2. A myriad of factors impact collaboration including co-teacher communication and special educator subject matter confidence; 3. Co-teachers exhibiting large amounts of parity in the classroom and shared decision-making when planning, instructing, and assessing desire partnership retention; 4. Co-teachers without high levels of parity and shared decision-making when planning, instructing, and assessing desire partnership retention if special educators perceive sufficient collaborative growth occurred during the school year.

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time.

The disciplines of geography and history have long been intertwined, classically so in the French tradition. Jules Michelet (1833), Elysee Reclus (1876–1894), and Paul Vidal de la Blache (1903) hel...

The aims of this project is to design to support the development of a systemic approach to improving reading outcomes for students with, or at risk for, reading disabilities including dyslexia. This approach includes dyslexia screening, reading interventions, and a dynamic RTI (D-RTI) process. This intervention includes teacher professional development on the science of reading and co-teaching by way of intensive summer institutes, coaching, and leadership development paired with ongoing student monitoring in the D-RTI model.

Student misbehavior is a significant concern in the current classroom. Teachers nationwide have implemented several approaches to reduce student misbehavior, including School-wide Positive Behavior Interventions and Supports (PBIS) and co-teaching. However, since misbehaver still disrupts learning, research is still needed to find a classroom intervention that will reduce misbehavior in a classroom to prevent students from under achieving, disruption of peers’ learning and teacher burnout. Zones of Regulation focuses on self-regulation, while addressing sensory processing, executive functioning, and emotional regulation. This experimental study tested the effects of co-taught Zones of Regulation on students’ Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Fifty-six early elementary students (48% female) were assigned randomly to either the experimental group, which received co-taught direct instruction with Zones of Regulation or the control group, which received standard instruction with a morning meeting. It was predicted that the experimental group would score higher on the SAEBRS than the control group. Although results showed no statistical difference on the SAEBRS scores between the two groups, more students in the experimental group moved from “at risk” to “not at risk”. This study suggests additional research needs to be conducted to determine if co-taught Zones of Regulation instruction is an effective intervention for reducing misbehavior.

As co-teachers tackle the unique challenges of instructing in remote, hybrid, and socially distanced brick-and-mortar settings they can increase their success by incorporating technology solutions into their shared classrooms. Technology can facilitate co-teachers’ implementation of small-group instruction, increase options for student engagement and participation, and establish instructional consistency through clear communication. The result can be enhanced student learning and more efficient and effective delivery of the specially designed instruction that students with disabilities must receive.

The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions ...

A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural districts to further explore the variable of a shared sense of responsibility: what tasks, how, and where responsibilities were shared. Following the presentation of the survey results is a description of the professional development that was provided to teachers in collaboration and co-teaching. Barriers and benefits to increasing teacher collaboration and co-teaching are discussed, including outcomes for students in one co-taught classroom over a 2-year period.

Research on the use of digital games suggests they can enhance students’ learning; however, teachers often play an important role in mediating gameplay and a game’s educational goals. The purpose of the study was to investigate implementation approaches of nine biology teachers using an immersive digital game in their science classes, focusing on factors that contributed to their ability to instruct with the game, and how their enactment of the game influenced the class experience. Analysis of teacher data, which included daily feedback and pre- and post-implementation surveys, multiple classroom observations, teaching artifacts, and an extended interview, identified a range of individual instructional decisions as well as similarities and differences across the cohort. Most notably, a pattern of instructional orchestration emerged, resembling co-teaching—a reciprocal and supportive “relationship” between the teacher and the game. The game informed teachers’ thinking about their genetics curriculum and enhanced their instructional practice, while teachers leveraged digital tools to shape students’ gameplay and to improve on what the game offered. Key descriptive findings are discussed, identifying digital game features that may improve teacher instruction with games in classrooms.

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs’ teaching, supported increased differentiation and instructional time, facilitated currency in MTs’ knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.

More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.

ZusammenfassungDie Zusammenarbeit der Lehrkräfte und damit verbunden co-teaching gilt als zentrale Bedingung für die Durchführung von gelingendem inklusiven Unterricht. Allerdings fehlen bislang längsschnittliche Studien zur Frage, ob und wie Schüler*innen unterschiedliche Formen von co-teaching sowie deren Auswirkungen auf Merkmale der Unterrichtsqualität wahrnehmen. In der Studie wird längsschnittlich untersucht, inwiefern sich die Wahrnehmung der Lernunterstützung (Beziehung Lehrkraft-Schüler*innen, Lernbegleitung, Lernklima) und der Klassenführung von 621 Lernenden aus 36 Grundschulklassen in Abhängigkeit zweier verschiedener Formen von co-teaching im Verlauf eines Schuljahres verändert. In der Experimentalgruppe (n = 331, 18 Klassen) wurden die Lehrkräfte zum co-teaching verpflichtet und Unterstützungsmaßnahmen (sonderpädagogische Unterstützung, Deutsch als Zweitsprache DaZ) wurden konsequent unterrichtsintegriert von den Regelklassenlehrkräften angeboten. Fachkräfte (DaZ, Sonderpädagogik) waren ausschließlich beratend tätig. In der Kontrollgruppe (n = 290, 18 Klassen aus denselben Schulgemeinden wie in der Experimentalgruppe) gab es weder eine Verpflichtung zum gemeinsamen Unterrichten noch Vorgaben für ein bestimmtes Unterrichtssetting. Die direkte Arbeit der Fachkräfte mit den Schüler*innen war möglich. Die Schüler*innen wurden am Ende der zweiten und dritten Klasse zur Wahrnehmung der Lernunterstützung und der Klassenführung befragt. Mehrebenenanalytische Auswertungen zeigten, dass sich die Wahrnehmung der Lernunterstützung und der Klassenführung in der Experimentalgruppe negativer entwickelt hatte als in der Kontrollgruppe. Der Effekt bei der Klassenführung war am stärksten, jener beim Lernklima am geringsten und nur noch tendenziell signifikant (p = 0,067). Diese Ergebnisse könnten auf mangelnde Absprachen und unklare Verantwortlichkeiten, auf Unruhe bei klassenintegriertem Arbeiten, oder auf eine fehlende individuelle und spezifische Förderung der Schüler*innen zurückgeführt werden.

Collaborative teaching between one native English speaking (NES) teacher and one non-native English speaking (NNS) teacher has been found to be more effective than traditional ways of lecturing in improving students' language competence, yet its superiority in cultivating students’ intercultural competence has rarely been considered, let alone confirmed. To address this gap, this study tracks a 12 weeks’ course co-taught by an NES teacher and a local Chinese teacher (NNS) at a university in China. Based on the initiation-response-follow-up (IRF) analytical framework and after triangulating three data resources (class recordings, class observations, interview with students), it found that overall co-teaching generated extended IRF sequences with diverse speech functions. In particular, the NES and NNS adopted distinctive yet complementary roles in IRF sequences, with the NES eliciting and contributing culture evidence and the NNS developing and explaining students’ argument in culture comparison. This study suggests that intercultural co-teaching can help students progress from passive, culture-textbook-based learning to authentic, communication-process-oriented learning.

The study aim was to scope research into student outcomes of co-teaching models to promote inclusive school education for students with disability. A systematized search was conducted of studies ad...

University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought to develop transformational school leaders. Analysis of semi-structured interviews with program participants, university staff, and district administrators indicated the impactful role of cohorts, co-teaching, and inquiry-based instruction in the continual improvement of all stakeholders. We show how each of these program components informed and transformed the university and district. We also identified partnership conditions that supported their effectiveness. Our findings inform universities and districts designing partnerships for leadership preparation and provide existing partnerships that incorporate cohorting, co-teaching, and inquiry-based instruction a better understanding of their potential impact.

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of students can lighten teachers’ workload in inclusive settings and benefit both teachers and students. publishedVersion

Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and strengthen and support each other. In this study, we examine teachers' views on co-teaching and investigate which background factors explain teachers' views concerning the benefits and the challenges of co-teaching. The data obtained from Finnish basic education teachers' (N = 694) responses to an online questionnaire are analysed quantitatively. The results show some differences among the teachers' views. Subject teachers perceive more challenges in co-teaching than class and special education teachers. Class teachers perceive the fewest challenges. Although teachers are generally interested in co-teaching and some of them co-teach regularly, they also report several barriers to its application. The explanatory factors concerning the differences in teachers' views are gender, teachers' co-teaching experiences, the amount of co-teaching per week and working as a class teacher.

Co-teaching occurs between two or more professionals who are actively involved in providing substantive instruction in a shared physical space to a diverse student population in inclusive settings. It is often compared to "professional marriage." Research has established various benefits o f co-teaching for children with and without disabilities, both socially and academically. In addition, co-teaching provides opportunities for general and special educators to collaborate and learn from each other's expertise. However, most o f the time special education teachers adopt a supportive role in co-teaching rather than one of equal professional status, thus highlighting the limited contributions of special educators in the instructional partnership. The focus o f the study was on the contributions and the roles of the special education teachers in co-teaching in content areas. Data sources were interviews; observations; artefacts and field notes. The characteristic of this high performing team, and the way their relationship evolved confirmed many o f factors that have been identified as contributing to successful co-teaching. The special education teacher contributed both in planning and in teaching biology; in addition to a supportive role, he also took a lead role in teaching, thus; providing meaningful learning experiences to both students with and without disabilities.

Learning with noisy labels is one of the most practical but challenging tasks in deep learning. One promising way to treat noisy labels is to use the small-loss trick based on the memorization effect, that is, clean and noisy samples are identified by observing the network’s loss during training. Co-teaching+ is a state-of-the-art method that simultaneously trains two networks with small-loss selection using the “update by disagreement” strategy; however, it suffers from the problem that the selected samples tend to become noisy as the number of iterations increases. This phenomenon means that clean small-loss samples will be biased toward agreement data, which is the set of samples for which the two networks have the same prediction. This paper proposes an adaptive sample selection method to train deep neural networks robustly and prevent noise contamination in the disagreement strategy. Specifically, the proposed method calculates the threshold of the small-loss criterion by considering the loss distribution of the whole batch at each iteration. Then, the network is backpropagated by extracting samples below this threshold from the disagreement data. Combining the disagreement and agreement data of the two networks can suppress the degradation of the true-label rate of training data in a mini batch. Experiments were conducted using five commonly used benchmarks, MNIST, CIFAR-10, CIFAR-100, NEWS, and T-ImageNet to verify the robustness of the proposed method to noisy labels. The results show the proposed method improves generalization performance in an image classification task with simulated noise rates of up to 50%.

Students need to be skilled writers to get involved in a literate society. Providing learners with effective andappropriate teaching approach can lead to an easier and better mastery of skills. One of these approaches may beco-teaching. This study investigates the effect of co-teaching for Iranian advanced EFL learners’ ability to write.The co-teaching approach was taken as a treatment through which two teachers were cooperating simultaneouslyduring the teaching writing process in the same class with the experimental group. The participants of the controlgroup were taught traditionally by a single teacher during all class sessions. According to the data analyses aftercomparing the two groups, co-teachers have been more successful in improving the overall writing ability of thetreatment group. The underlying rationale is one in which teaching a class with two teachers may first add to thevariety of teaching styles, feedback giving, consultation and reviewing the teaching process that can lead to betterteaching practice and also doubling the class time by increasing teacher-student interaction time.© 2020 JLLS and the Authors - Published by JLLS.

This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. F...

Building on existing studies on co-teaching and teaching difficult subjects, this article examines the development of our co-teaching relationship, as educators with marginalized identities, teachi...

Moving to virtual instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching can, and 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 during a pandemic.

This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers’ classrooms as part of clinically-based teacher preparation....

Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we...

Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany ...

This article presents the findings of an empirical research project that focuses on the job-embedded professional development of special education in relation to a school district initiative for gr...

Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resemble...

This essay offers numerous ideas on how to integrate science and history into classroom pedagogy in a way that acknowledges the contributions of women and other groups underrepresented in s...

As the professoriate grows increasingly diverse and contingent, the co-teaching relationship must be examined. There are often salient power differentials between and among co-teachers associated w...

In order to improve instruction, teachers need to make sense of and evaluate the critical events that have the potential to strengthen the understanding of students’ mathematical thinking. Mathemat...

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.

The purpose of this paper is to investigate pre-service English teachers’ attitudes to co-teaching as a professional development tool and a collaboration method. Two instructors co-taught an undergraduate English Language Teaching Methodology course to gain experience and to model this method for pre-service English teachers. 60 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for one semester. Research instruments used in the study are students’ reflective journals, focus groups discussions, and a survey. The students wrote regular entries in reflective journals after each session, participated in focus groups discussions, and filled out a survey at the end of the semester. It was hypothesised that co-teaching would engage learners and enhance their learning, help pre-service teachers to develop professionally, and serve as a model of effective instructional technique for their future teaching assignment. Results indicate the effectiveness of co teaching in achieving these tasks. We also conclude that co-teaching in pre-service teacher education is an invaluable tool in developing teachers’ and students’ reflective skills and collaborative practices. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.

Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.